Skip to Content
Agencies | Governor (opens new window)
Search Virginia.Gov (opens new window)

General school information

Division: King William County Public Schools
Address: 18548 King William Rd King William, VA 23086-0185
Superintendent: Dr. David O White
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 Schools4
Fully Accredited4

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 StudentsDivision878581
 Virginia858687
FemaleDivision978687
 Virginia898990
MaleDivision778474
 Virginia828384
American IndianDivision100100<
 Virginia848481
AsianDivision<100100
 Virginia909293
BlackDivision859164
 Virginia797981
HispanicDivision100100100
 Virginia767675
WhiteDivision898286
 Virginia899091
Two or more racesDivision<100
 Virginia888989
Students with DisabilitiesDivision334017
 Virginia535354
Economically DisadvantagedDivision797862
 Virginia757578
Gap Group 2Division859164
 Virginia797981
Gap Group 3Division100100100
 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 Students178062201279672113786422
Female198264181382691816826618
Male167761231176652410736327
American Indian1196864871632911746326
Asian<<<<20907010<<<<
Black8675833762553811665534
Hispanic9655635974662610776823
White208262181382691814806620
Two or more races139077101290781018806120
Students with Disabilities1035256533531657332667
Economically Disadvantaged1069593176861329675833
English Learners-454555<<<<-363664
Grade 3 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students20725228974662615715629
Female237350271380672022725128
Male1772552846964317706330
Black1464503665650443464354
White22735127979702118796121
Two or more races<100<0991829<<<<
Students with Disabilities10352565-1414864262274
Economically Disadvantaged763563766257385544946
Grade 4 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students227048302079592117826518
Female18695231218059201991739
Male257044302078582216745926
American Indian<100<0<100<0<<<<
Asian<100<0<100<0
Black9595041267043304767224
Hispanic<<<<<<<<<<<<
White257247281980612017846616
Two or more races<<<<<100<0<<<<
Students with Disabilities5292471154530554302670
Economically Disadvantaged14584442866583413665334
English Learners<<<<<<<<<<<<
Grade 5 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students168064201773552716856915
Female268459161872542821906910
Male107767231773562711796821
American Indian<<<<<<<<<100<0
Black3615839958484220806020
Hispanic<<<<<<<<<100<0
White228664141976572415856915
Two or more races<<<<17836717<100<0
Students with Disabilities-38386243229685555045
Economically Disadvantaged67367271362493810827318
English Learners<100<0<<<<<100<0
Grade 6 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students188365171384701616665034
Female198768131589741115685332
Male177962211380682017644736
American Indian<100<0<<<<<<<<
Black16715529971622913584542
Hispanic<<<<<100<0<<<<
White208565151486721417695231
Two or more races<100<0<100<09554545
Students with Disabilities21331367-2727733262374
Economically Disadvantaged9726428480772015554045
English Learners<<<<<100<0<<<<
Grade 7 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students2080602067973218797021
Female26815519689821114826818
Male1478652267165295777223
American Indian<100<0<100<0<<<<
Asian<100<0<100<0<100<0
Black9595041-6262389726328
Hispanic<<<<<<<<<<<<
White2284621688172198807120
Two or more races<100<0<100<0<100<0
Students with Disabilities4484452-252575-171783
Economically Disadvantaged1573582767165295756925
English Learners<<<<<<<<
Grade 8 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students108071201076662411736327
Female48683141079692115826818
Male15756025117464268675933
American Indian<100<0<100<0<<<<
Asian<100<0<<<<<<<<
Black-606040647415321573643
Hispanic<<<<<<<<<<<<
White118573151383711710766624
Two or more races<100<0<100<0<100<0
Students with Disabilities1423977-38386316321668
Economically Disadvantaged561563996253388655835
English Learners<<<<<<<<<<<<
EOC English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students159479668782137908310
Female15988334908610894866
Male149176978679147867914
American Indian<100<0<<<<<100<0
Black8898111-76762410837317
Hispanic<100<0<<<<<100<0
White1795795692858792858
Two or more races<100<0<<<<<<<<
Students with Disabilities<<<<562573820503050
Economically Disadvantaged8908310-7878227878013
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 Students15776323871642912756325
Female208465161279672113826918
Male10716129465613510685832
American Indian29795021-646436<<<<
Asian<100<0<100<0<<<<
Black9696031-5656447665934
Hispanic<<<<<<<<10605040
White148066201075652513776523
Two or more races<<<<<100<0<<<<
Students with Disabilities-272773-24247612423058
Economically Disadvantaged764573635552459675833
English Learners<<<<<100<0<<<<
Grade 8 Writing Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students1069593176457368685932
Female148167191271602911796821
Male758514225856427605340
American Indian<<<<<<<<<<<<
Asian<100<0<100<0<<<<
Black9483952-5050504575443
Hispanic<<<<<<<<<<<<
White8736527106757339706130
Two or more races<<<<<100<0<100<0
Students with Disabilities-202080-171783-313169
Economically Disadvantaged1050405034845526605440
English Learners<<<<<100<0<<<<
EOC Writing Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students19866714879702116836717
Female258762131187761316867014
Male13857215672662815796421
American Indian<<<<<<<<<100<0
Black9837417-6262389736427
Hispanic<100<0<<<<<<<<
White218867121183721717856815
Two or more races<100<0<100<0<<<<
Students with Disabilities<<<<-33336725542946
Economically Disadvantaged4757125368653314766324
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 Students98072201176652410766524
Female98576151179682112796821
Male9776723117362279726328
American Indian-86861467266283797621
Asian<100<014796421-1001000
Black571662976357377595241
Hispanic68579151072622814786422
White108272181279682111796721
Two or more races148369171673582710786822
Students with Disabilities839316154236588393161
Economically Disadvantaged672662886557356645736
English Learners-91919-6767335555045
Grade 3 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students208161191379662116776223
Female218564151481671916796321
Male207757231278662214756025
Black14685532105848425514649
White208363171487741318846616
Two or more races<<<<9827318<<<<
Students with Disabilities15352065-3838624373363
Economically Disadvantaged10635437136653343595641
Grade 4 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students137663243586511425856015
Female127867223588531229896011
Male147460263584491621816019
American Indian<100<0<100<0<<<<
Black66558352782551813584642
Hispanic<<<<<100<0<<<<
White177962213587521327906310
Two or more races<<<<<<<<<<<<
Students with Disabilities10302070154025604545046
Economically Disadvantaged86759332176552417685132
English Learners<<<<<100<0<<<<
Grade 5 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students198566151476632413837017
Female19907110982721812887612
Male198262181871532914766124
Black1273612777164297736727
Hispanic<100<0<100<0<100<0
White218868121577622314836917
Two or more races<<<<20705030<100<0
Students with Disabilities-232377750435015402560
Economically Disadvantaged187860221167563311756425
English Learners<100<0<100<0<100<0
Grade 6 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students88577151183731712857315
Female118978111387741312907810
Male6837617981721912806720
American Indian<100<0<<<<<<<<
Black9887912-68683211817019
Hispanic<<<<<100<0<100<0
White98476161288761214877313
Two or more races<100<0<100<0<<<<
Students with Disabilities17331767-4040603524848
Economically Disadvantaged780732067367277756825
English Learners<100<0<<<<<<<<
Grade 7 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students163623735451461555445
Female-7373274555145-525248
Male154534625250481575643
American Indian<100<0<<<<<<<<
Black-46465412523948-434357
Hispanic<<<<-606040<<<<
White164633615454461585842
Two or more races<<<<<<<<<<<<
Students with Disabilities433296716321668-6694
Economically Disadvantaged-56564465044502464454
Grade 8 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students782751838178194747026
Female1186741438481163827918
Male479752127876225696431
American Indian<100<0<100<0<100<0
Asian<100<0<<<<<100<0
Black-797921-60604012796721
Hispanic<<<<<<<<-606040
White1081711948581153726928
Two or more races<100<0<100<0<<<<
Students with Disabilities11534247-45455515351965
Economically Disadvantaged-797921-6767336635737
English Learners<100<0<<<<<<<<
Algebra I Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students280792038480165726628
Female19291838986117746826
Male269673147975214706630
American Indian<100<0<100<0<<<<
Asian<100<0<100<0<100<0
Black-707030-6262383474453
White181801948883126756925
Two or more races<100<0<<<<<<<<
Students with Disabilities-353565-424258-474753
Economically Disadvantaged-75752536562353615839
Geometry Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students3848216116957319645636
Female28482161170593011705930
Male4858115116756337595241
American Indian<<<<<<<<<<<<
Black-7474267524548-232377
Hispanic<100<0<<<<<<<<
White38885121272602810716129
Two or more races<<<<<<<<<<<<
Students with Disabilities-656535-373763-7793
Economically Disadvantaged-747426106353383454155
English Learners<100<0<<<<
Algebra II Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students781751947671245878213
Female382791827977216857915
Male1180702077164294898511
American Indian<<<<<100<0<100<0
Asian<100<0<100<0
Black-767624-747426-878713
Hispanic<100<0<<<<<<<<
White882741857671246868014
Two or more races<100<0<<<<<100<0
Students with Disabilities<<<<<<<<<<<<
Economically Disadvantaged37269285656035-818119
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 Students11917991288761214897511
Female893857138976111291799
Male148874121288751217877013
American Indian1095865892838-1001000
Asian<100<0<100<0<<<<
Black679732147672247817419
Hispanic8776923681751913786522
White139481613917791691759
Two or more races1792758329159911897811
Students with Disabilities4534947559544112645336
Economically Disadvantaged7847716108171199847516
English Learners<<<<<<<<7433657
Grade 5 Science Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students168771132681551919866614
Female139077102478532214847016
Male188466162783561726886212
American Indian<<<<<<<<<100<0
Black87264281567523315806520
Hispanic<100<0<100<0<<<<
White19917292783571721866614
Two or more races<<<<50833317<100<0
Students with Disabilities-88921146365414624838
Economically Disadvantaged9776823187254284817719
English Learners<100<0<100<0<<<<
Grade 8 Science Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students14897511988801216867014
Female994856148571151491769
Male1884661639188917836517
American Indian<100<0<100<0<100<0
Asian<100<0<100<0<<<<
Black-787822-7373274827918
Hispanic<<<<<100<0<<<<
White15927781190791018876913
Two or more races<100<0<100<0<<<<
Students with Disabilities5373263-7171294484452
Economically Disadvantaged-767624679742110857515
English Learners<<<<<<<<<<<<
Biology Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students79386788981111493797
Female11948366969041196864
Male4928881082721817907410
American Indian<100<0<100<0<100<0
Asian<100<0<100<0<100<0
Black381771938481165868114
Hispanic<100<0<100<0<<<<
White99687498980111695795
Two or more races<100<0<100<0<100<0
Students with Disabilities57167296615639-646436
Economically Disadvantaged88881126888212691869
English Learners<100<0<100<0<<<<
Chemistry Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students198972996874897893
Female-989821294826297953
Male3979536989221897793
American Indian<100<0<100<0<100<0
Asian<100<0<100<0<100<0
Black-96964-92928-93937
Hispanic<100<0<<<<
White1999711096864999901
Students with Disabilities<100<0<100<0<100<0
Economically Disadvantaged-10010001195845892848
Earth Science Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students149076107928689867714
Female690841049693413897611
Male2090691098879126847816
American Indian<100<0<<<<<100<0
Black13766324-7777233726928
Hispanic<100<0<<<<<<<<
White149379779891212897711
Two or more races<100<0<100<0<<<<
Students with Disabilities5807520-5353474676333
Economically Disadvantaged1188771338481168766824
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 Students259065102590651026906510
Female1991729199071102292698
Male308959113190591029896111
American Indian2696704219271819897011
Asian<100<0<100<04292508
Black118272181680652014857115
Hispanic8696231-85851529885813
White289264827926582892648
Two or more races35100650331006704896484
Students with Disabilities125543451067573312715929
Economically Disadvantaged158469161782651818856815
English Learners<<<<<<<<8544646
VA & US History Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students2094746219271818897111
Female169276812917991391789
Male2496724299465623876413
American Indian<100<0<100<0<100<0
Asian<100<0<100<0<100<0
Black6888212157358276847716
Hispanic<100<0<100<0<100<0
White2495715229675423906710
Two or more races<100<0<100<0<100<0
Students with Disabilities-6060401363503817614439
Economically Disadvantaged78880121682661816867014
World History I Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students22906810179376720907010
Female1896794109585522906710
Male26855815239168917907210
American Indian<100<0<<<<<<<<
Black5817619-83831711827118
Hispanic<100<0<<<<<<<<
White289365718967742193717
Two or more races<100<0<100<0<<<<
Students with Disabilities107060306726728-838317
Economically Disadvantaged14887313128674147827518
World History II Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students1194836219675419897111
Female39490610948469877813
Male199576538986023393607
American Indian<<<<<<<<<<<<
Asian<100<0<100<0
Black117968219958657867914
Hispanic<100<0<100<0<<<<
White119887227977031891739
Two or more races<100<0<100<0<100<0
Students with Disabilities<<<<<<<<<<<<
Economically Disadvantaged895875179781317836717
English Learners<100<0<<<<
Civics & Econ Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students2993647309060103093637
Female2396734298961112796694
Male35905510319058103291599
American Indian<100<0<100<0<100<0
Asian<100<0<100<0<<<<
Black1791749217655241396834
Hispanic<<<<<100<0<<<<
White319463634925883393607
Two or more races<100<0<100<0<100<0
Students with Disabilities74033609746526-707030
Economically Disadvantaged198465162180592018907210
English Learners<<<<<100<0<<<<
VA Studies Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students368145193482481839905110
Female29794921318252183794576
Male418342173781441942874513
American Indian<100<0<100<0<<<<
Asian<100<0<100<0
Black187355272777502321755425
Hispanic<<<<<<<<<100<0
White39824318348248184192508
Two or more races<100<0<100<0<100<0
Students with Disabilities11322168650445013614839
Economically Disadvantaged217454261666503429805120
English Learners<<<<<<<<<100<0
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

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: 93.92 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

Grade2015-20162016-20172017-2018
Pre-kindergarten141912
Kindergarten163147148
Grade 1139157141
Grade 2178133166
Grade 3180182140
Grade 4167173189
Grade 5196163176
Grade 6173195158
Grade 7182175193
Grade 8178183165
Grade 9183194201
Grade 10162166192
Grade 11162158161
Grade 12169154152
Total Students2,2462,1992,194
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

2017 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
Subgroup2015-20162016-20172017-2018
All Students224621992194
Female107710561079
Male116911431115
American Indian464043
Asian201815
Black402353351
Hispanic615359
White164216571638
Two or more races757787
Students with Disabilities282296303
Not Students with Disabilities196419031891
Economically Disadvantaged686734803
Not Economically Disadvantaged156014651391
English Learners182633
Not English Learners222821732161
Homeless1811
Military Connected575749
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 StudentsDivision69792292
State4978334421271095754971970
FemaleDivision37290032
State27214152009363331873681
MaleDivision32502260
State2256919221177462436241289
American IndianDivision<<<<0<
State123127114274
AsianDivision<<<<0<
State45731128821711553
BlackDivision8152010
State79241059810702201500850
HispanicDivision<<<<0<
State47504926292891961258
WhiteDivision58600282
State299871610611585831716708
Two or more racesDivision<<<<0<
State23641473934417494
Students with DisabilitiesDivision2162110
State1022603527101341172104
Economically DisadvantagedDivision14280142
State959515820159442926401138
English LearnersDivision<<<<0<
State1518329526534162581
HomelessDivision<<<<0<
State203616882523657
Foster CareDivision<<<<0<
State4413725104724
Military ConnectedDivision<<<<0<
State175295542122029
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 Students1631509215293.395.5
Female716693669334.2
Male928491.38693.566.5
American Indian0<100<10000
Asian0<100<10000
Black262596.22596.213.8
Hispanic0<100<10000
White13011890.812092.386.2
Two or more races0<100<10000
Students with Disabilities222090.92195.514.5
Economically Disadvantaged494285.74387.848.2
English Learners0<100<10000
Homeless0<100<10000
Foster Care0<100<10000
Military Connected0<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 Taken43 / 6.6%52 / 7.69%67 / 9.97%
Advanced Placement Course Enrollment55 / 8.44%111 / 16.42%86 / 12.8%
Dual Enrollment96 / 14.72%115 / 17.01%142 / 21.13%
Governor’s School Enrollment41 / 6.29%31 / 4.59%32 / 4.76%
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 StudentsDivision1358537
State800275758028
FemaleDivision634332
State404623112723
MaleDivision724242
State395652645333
American IndianDivision0<100
State25416535
AsianDivision0<100
State5267459213
BlackDivision311842
State171681128234
HispanicDivision0<100
State8078522135
WhiteDivision936134
State457593374926
Students with DisabilitiesDivision0<100
State5663303146
Economically DisadvantagedDivision291452
State224071294742
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 AssessmentsDivision7124
 State397141393623
State LicensuresDivision233
 State167317901964
Industry CertificationDivision18612798
 State89541100544109590
Workplace ReadinessDivision978491
 State336653077542313
Total Credentials EarnedDivision292226196
 State128850137248157490
Students Earning One or More CredentialsDivision233211184
 State104867109089126113
CTE CompletersDivision11612278
 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 Students60682638.2%
2014-2015
Number of Test TakersNumber of Tests TakenNumber of Tests with Qualifying ScoresPercentage of Tests Passed
All Students58611829.5%
2015-2016
Number of Test TakersNumber of Tests TakenNumber of Tests with Qualifying ScoresPercentage of Tests Passed
All Students53551120%
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
6869.470.3

Statewide Expenditures

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

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

School State - Percentage of Expenditures
 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
2013-20144,094.005,331.00614.00
2014-20154,067.005,692.00628.00
2015-20164,200.005,628.00621.00

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 Students198320255541970209626620171745777178726689103
Female9458719259469226289997124308511334350
Male1038115362910241173638101810333479361334653
American Indian3810103412204121228842
Asian17010180001610016110
Black379301310365381513357291616281392019
Hispanic48300485035073049412
White14531553942145614842481486128355913472056276
Two or more races48412496326772066914
Students with Disabilities2312510721536146224311419225441530
Economically Disadvantaged7451043534620954235596793043554984664
English Learners19000190012621032112
Homeless0000000000005233
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 Students94.4794.6493.27
Female94.5294.993.28
Male94.4394.493.27
American Indian92.9393.4390.61
Asian96.7595.1394.79
Black94.5494.9393.53
Hispanic94.794.2693.23
White94.5194.6193.23
Two or more races93.3494.8194.07
Students with Disabilities93.9593.3791.32
Economically Disadvantaged93.1293.3391.69
English Learners94.7393.6493.36
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 Offenses14
Technology Offenses<
Offenses Against Student17
Offenses Against Staff<
Weapons Offenses<
Property Offenses<
All Other Offenses<
Other Offenses Against Persons57
Disorderly or Disruptive Behavior Offenses100
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 Indian2.2544.22.0481.8194.08
Asian0.8120.890.8190.68
Black18.2632.3517.89835.6316.05325.17
Hispanic2.2542.942.7160.632.410.68
Native Hawaiian0.045
White73.80557.1473.10861.2575.35265.31
Two or more races2.6153.363.3392.53.5024.08
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

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 Indian2.2542.0481.819
Asian0.8120.890.819
Black18.2617.89816.05350
Hispanic2.2542.7162.41
Native Hawaiian0.045
White73.80573.10875.35250
Two or more races2.6153.3393.502
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 Indian2.2542.0481.819
Asian0.8120.890.819
Black18.265017.89810016.053
Hispanic2.2542.7162.41
Native Hawaiian0.045
White73.8055073.10875.352
Two or more races2.6153.3393.502
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 Students33.8332.8928.62
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 Students43.9744.5739.84
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 Students73.7772.8372.38
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

.

Student-Teacher Ratio

2015-2016 Grades K-7 Student Teacher Ratio: 12.73 : 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 icon

2015-2016 Grades 8-12 Student Teacher Ratio: 12.7 : 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 icon

Provisionally Licensed Teachers

Provisionally Licensed Teachers
 2015-20162016-2017
Provisional3%3%
Provisional Special Education2%3%
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

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

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

Percentage of Core Academic Classes Taught by Teachers Not Meeting the Federal Definition of Highly Qualified
 2014-20152015-20162016-2017
Division
All Schools--1%
High Poverty---
Low Poverty---
State
All Schools100%1%1%
High Poverty100%2%2%
Low Poverty100%1%1%
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

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

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

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

Teacher Educational Attainment

Teacher Educational Attainment: 2016-2017

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

Teacher Educational Attainment
 Bachelor's DegreeMaster's DegreeDoctoral DegreeOther
2014-201548%51%2%-1%
2015-201650%47%2%1%
2016-201754%44%0%2%
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
King William County Public Schools to top