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

General school information

Division: Lancaster County Public Schools
Address: 2330 Irvington Rd Weems, VA 22576
Superintendent: Dr. Steven Parker
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 Schools3
Accreditation Denied1
Partially Accredited: Warned School-Pass Rate1
Partially Accredited: Reconstituted School1

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 StudentsDivision868081
 Virginia858687
FemaleDivision948888
 Virginia898990
MaleDivision797376
 Virginia828384
AsianDivision100100
 Virginia909293
BlackDivision826674
 Virginia797981
WhiteDivision898787
 Virginia899091
Two or more racesDivision100100<
 Virginia888989
Students with DisabilitiesDivision<2024
 Virginia535354
Economically DisadvantagedDivision887183
 Virginia757578
Gap Group 2Division826674
 Virginia797981
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 Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students10685832106959319645436
Female107465261274622610665634
Male1062523886355379625338
American Indian<100<0<100<0<100<0
Asian<<<<<100<0<100<0
Black558534245349475494451
Hispanic<100<0<100<0<100<0
White178063201884671614816719
Two or more races15675233107262283726928
Students with Disabilities15432857745385515402560
Economically Disadvantaged660544055752436534747
English Learners<<<<<100<0<100<0
Grade 3 English Reading Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students966573456459365484252
Female7676033106757336494351
Male1064543636360385474253
Black45854423555245-333367
White117766231075652519715229
Two or more races<<<<<<<<<<<<
Students with Disabilities13604740<<<<8231577
Economically Disadvantaged762553876052402413959
Grade 4 English Reading Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students16574143146349376575143
Female196748331564493610756525
Male14503650136249385494451
Black1344315684941516504450
White226644342281591911635337
Two or more races<<<<<<<<<<<<
Students with Disabilities2020-806635638<<<<
Economically Disadvantaged12453355105344472484552
Grade 5 English Reading Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students107262281964463613624838
Female88073202866383415604540
Male136451361263513711645236
Black4625838950415010544446
Hispanic<100<0<100<0<100<0
White228967112872442815735827
Two or more races<100<0<100<0<<<<
Students with Disabilities<<<<<<<<18715329
Economically Disadvantaged36360371052424815533947
Grade 6 English Reading Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students15675233976672414735927
Female127058301382691815857015
Male17634637569643114655135
American Indian<100<0<100<0
Black950415026765336645836
Hispanic<100<0<100<0<100<0
White258863131989701120806020
Two or more races<<<<<100<0<<<<
Students with Disabilities29431457<<<<<<<<
Economically Disadvantaged1159484146763338635537
Grade 7 English Reading Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students97263281072622810706030
Female13877413677712313756325
Male5555045146652348655835
Black-60604055349474565244
Hispanic<100<0<100<0<100<0
White208363181785681517907310
Two or more races<<<<<100<0<100<0
Students with Disabilities964553615382362<<<<
Economically Disadvantaged262603846056406605440
Grade 8 English Reading Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students6585242106353379655635
Female7676033137966217655735
Male6514549745385511665534
Asian<100<0<100<0<100<0
Black2444256-3939614423858
Hispanic<100<0<100<0<100<0
White56863322083631714907610
Two or more races<<<<<<<<<<<<
Students with Disabilities6251975858504217442856
Economically Disadvantaged-48485224846523535047
English Learners<100<0<100<0
EOC English Reading Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students782751847975217696231
Female679732158176196645836
Male885771537674247726528
Asian<100<0<100<0<100<0
Black3767324-5656445484352
Hispanic<100<0<100<0
White15917697989028877913
Students with Disabilities25502550<<<<20301070
Economically Disadvantaged5736927-6767334545046
English Learners<100<0<100<0
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Writing

Writing Performance: All Students

Virginia public school students assessed in writing in grade 8 and once in high school with an end-of-course writing test. Prior to 2014, students also took a writing test in grade 5. Use the drop down menu above the chart to select a specific writing test. Use the menu below the chart to select assessment results for a specific group of students.

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

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

Overall Student Performance: Writing Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students8564944116553357554845
Female95951411777602311635237
Male654474655146494484352
Asian<100<0<100<0<100<0
Black447435314645541313069
Hispanic<<<<<<<<<100<0
White116957312082621815756025
Two or more races<<<<<<<<<<<<
Students with Disabilities8191281-2121797181182
Economically Disadvantaged448445224846524413759
Grade 8 Writing Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students3454255756494410483852
Female55349471183721717584042
Male238356322724732363464
Asian<100<0<100<0<100<0
Black-2929713403860-212179
Hispanic<100<0<<<<<100<0
White65853421071612923735028
Two or more races<<<<<<<<<<<<
Students with Disabilities---100-181882611689
Economically Disadvantaged239386124240585342966
EOC Writing Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students12675633157357274646036
Female1365523522714929-727228
Male1170603077467266585242
Asian<100<0<100<0<100<0
Black7605340-5252483454255
Hispanic<<<<<100<0
White1879622130936376777123
Students with Disabilities18452755-23237710302070
Economically Disadvantaged657514325755432504850
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 Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students657514366358376655935
Female459554156863324676333
Male956474465952417635537
American Indian<100<0<100<0<100<0
Asian<<<<<100<0<100<0
Black448445235653443534947
Hispanic-707030-808020<100<0
White10675633106959318797121
Two or more races6746826-77772311796821
Students with Disabilities7352865637316314402560
Economically Disadvantaged551464945854424585442
English Learners<<<<<100<0<<<<
Grade 3 Mathematics Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students1075662538177197534747
Female2817919-818119-515149
Male16705430580762013554245
Black4736927-717129-373763
White187659241090801014766224
Two or more races<<<<<100<0<100<0
Students with Disabilities13604740<<<<8231577
Economically Disadvantaged1075662527977215484352
Grade 4 Mathematics Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students177053301771542911897811
Female117463261577622320907010
Male21674733196647347888112
Black96353381068583211867514
White27734527307849221195845
Two or more races<100<0<<<<<<<<
Students with Disabilities-2020806565044<<<<
Economically Disadvantaged8605240136956315868214
Grade 5 Mathematics Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students2279582195647447524548
Female1879622175446464514749
Male26795421105848439524348
Black1474602663932616383262
Hispanic<100<0<100<0<100<0
White38885012136552353676433
Two or more races<100<0<100<0<<<<
Students with Disabilities<<<<<<<<24532947
Economically Disadvantaged1476632474135598443556
Grade 6 Mathematics Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students578732248682147736627
Female-7878223878513493897
Male1178672258579159605140
American Indian<100<0<100<0
Black4656135-8282186615539
Hispanic<100<0<100<0<100<0
White5908510119381710807020
Two or more races<<<<<100<0<100<0
Students with Disabilities21502950<<<<<<<<
Economically Disadvantaged5706630-8080204615739
Grade 7 Mathematics Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students-2323773423858-616139
Female-292971-393961-676733
Male-1919816443856-565644
Black-1717836312669-515149
Hispanic<<<<<100<0
White-292971-505050-818119
Two or more races<<<<<<<<<100<0
Students with Disabilities<<<<17331767<<<<
Economically Disadvantaged-2020804403660-565644
Grade 8 Mathematics Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students-292971-1414866575143
Female-363664-2525753555245
Male-242476-77938595141
Black-292971-77935363164
White-262674-31316910908010
Two or more races<<<<<<<<<<<<
Students with Disabilities-202080<<<<18291271
Economically Disadvantaged-333367-1111894514749
English Learners<<<<<100<0
Algebra I Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students1525148-7171292727028
Female-515149-7979212828018
Male2545246-6060402636137
Asian<100<0<100<0<100<0
Black-404060-767624-666634
Hispanic<<<<<<<<<100<0
White2696731-6666345817619
Two or more races<<<<<<<<<<<<
Students with Disabilities-262674-555545-555545
Economically Disadvantaged-424258-707030-686832
English Learners<100<0<100<0<100<0
Geometry Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students251494996556354605640
Female2403860136956313615839
Male260584056056405605540
Asian<100<0<100<0<100<0
Black-303070-474753-484852
Hispanic<<<<<100<0
White3757325217959219746526
Two or more races<<<<<<<<<<<<
Students with Disabilities<<<<<<<<<<<<
Economically Disadvantaged-33336725250482525048
English Learners<100<0<100<0<<<<
Algebra II Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students2333267-53534713816919
Female-353565-6464368807220
Male3322968-414159<<<<
Asian<<<<<100<0<100<0
Black-101090-505050<<<<
Hispanic<100<0<100<0<100<0
White3403760-47475317836517
Two or more races<100<0<100<0<<<<
Economically Disadvantaged-242476-565644<<<<
English Learners<<<<<100<0<100<0
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Science

Science Performance: All Students

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

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

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

Overall Student Performance: Science Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students972632866761338736627
Female874662656964317777023
Male1171602976659349696131
Asian<100<0<100<0<100<0
Black360574014544552585642
Hispanic<100<01882641810908010
White168569151184731613867314
Two or more races1479642168378171792758
Students with Disabilities437336354035607484152
Economically Disadvantaged666603415554455656135
English Learners<100<0<<<<<100<0
Grade 5 Science Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students2178582275346477746726
Female1879622134541556777023
Male23775423105949417706430
Black1068583233128692646236
Hispanic<100<0<100<0<100<0
White4296544136653349827318
Two or more races<100<0<100<0<100<0
Students with Disabilities<<<<<<<<12715929
Economically Disadvantaged1071612924038605696531
Grade 8 Science Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students354514656763335595441
Female261593947268284656235
Male448445256156397514449
Asian<100<0<100<0<100<0
Black-373763-393961-313169
Hispanic<100<0<100<0<100<0
White5686332109383713857315
Two or more races<<<<<<<<<<<<
Students with Disabilities-202080-646436-181882
Economically Disadvantaged-464654-505050-454555
English Learners<100<0<100<0
Biology Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students1193827128572151196864
Female1392798108676141195845
Male1095855158469161197873
Asian<100<0<100<0<100<0
Black-888812-717129394926
White229876221987722097773
Two or more races<100<0<<<<<100<0
Students with Disabilities17675033<<<<<<<<
Economically Disadvantaged989801147874221095855
Chemistry Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students244425666257386625638
Female-42425836662347645736
Male446425485850425595541
Black5413659-272773-333367
Hispanic<100<0<<<<
White-45455597667246706430
Economically Disadvantaged6443856-444456-454555
Earth Science Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students8797121164633610766724
Female574702626664348867814
Male11837217-62623811665534
Asian<100<0<100<0<100<0
Black2626038-414159-535347
Hispanic<100<0<<<<<100<0
White1298862283811718100820
Two or more races<<<<<100<0<<<<
Students with Disabilities<<<<-3636648423358
Economically Disadvantaged3666234-5555454615739
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

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 Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students96960311474612613695631
Female86557351477622315685332
Male107263281372592812695731
American Indian<100<0<100<0
Asian<100<0<100<0<100<0
Black353514766256386565044
Hispanic<100<0<100<0<<<<
White148268182185641521826118
Two or more races1994756570653011726128
Students with Disabilities-272773951424914493551
Economically Disadvantaged458544286456369585042
English Learners<100<0<<<<<<<<
VA & US History Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students26765332626038-606040
Female-5757432605840-474753
Male57773233656335-707030
Asian<100<0<100<0<100<0
Black-565644-343466-444456
Hispanic<100<0<<<<
White38683145848016-818119
Students with Disabilities<<<<-181882<<<<
Economically Disadvantaged-575743-373763-474753
English Learners<100<0<<<<
World History I Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students771642986456369595041
Female5686333970623010665634
Male974652685850428534547
Asian<100<0<100<0<100<0
Black-484852-515149-373763
Hispanic<100<0<100<0<100<0
White149076101776592418836518
Two or more races<100<0<<<<<<<<
Students with Disabilities<<<<8383162-464654
Economically Disadvantaged-60604025452465443956
English Learners<100<0<100<0
World History II Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students1180702023916895666034
Female13776323268761133676333
Male885771521967547645736
Asian<100<0<100<0<100<0
Black-7171297867914-616139
White1783671734935977676033
Two or more races<100<0<100<0<<<<
Students with Disabilities<100<0<<<<
Economically Disadvantaged47470262195745-505050
Civics & Econ Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students56257381386741427835617
Female7686132159378733814819
Male45753431079692120856615
Asian<100<0<100<0<100<0
Black2424058278762211685732
Hispanic<100<0<100<0<100<0
White879712120957554697513
Two or more races<<<<<<<<<100<0
Students with Disabilities-212179176750338625438
Economically Disadvantaged3514749278762216755925
VA Studies Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students246945312676502418775823
Female246036402478532221846316
Male247450262773472717735627
American Indian<100<0
Black13604740176851329766824
White287244283881431937794221
Two or more races<100<0<100<0<<<<
Students with Disabilities<<<<-626238<<<<
Economically Disadvantaged176044402066463412726028
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: 62.86 State: 90.38Division: State:Division: State:

Number of recently arrived English language learners exempted from state reading assessments

2016-20172017-20182018-2019
State000
Division000
Number of recently arrived English language learners exempted from state reading assessments

Enrollment

Fall Membership by Grade

Grade2015-20162016-20172017-2018
Pre-kindergarten9410078
Kindergarten877974
Grade 1719080
Grade 2717285
Grade 3976577
Grade 4719562
Grade 5807188
Grade 6967971
Grade 7899679
Grade 8958895
Grade 910210090
Grade 10939987
Grade 119991100
Grade 12989688
Total Students1,2431,2211,154
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 Subgroups

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 Students124312211154
Female596596555
Male647625599
American Indian443
Asian111511
Black670674634
Hispanic171816
Native Hawaiian323
White478454435
Two or more races605452
Students with Disabilities174166149
Not Students with Disabilities106910551005
Economically Disadvantaged818762701
Not Economically Disadvantaged425459453
English Learners10116
Not English Learners123312101148
Military Connected27261
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 StudentsDivision374650130
State4978334419271095854981970
FemaleDivision17242040
State27214151999363331873682
MaleDivision20223090
State2256919220177462536251288
AsianDivision<<<<0<
State45731128821711553
BlackDivision18343090
State79241059810702211500849
HispanicDivision<<<<0<
State47504926292891961258
WhiteDivision16112040
State299871610411585831717709
Two or more racesDivision<<<<0<
State23641473934417494
Students with DisabilitiesDivision065030
State1022603427101341173104
Economically DisadvantagedDivision153350110
State959515820159443026401137
English LearnersDivision<<<<0<
State1518329526534162581
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 Students1018887.18887.11312.9
Female474391.54391.548.5
Male544583.34583.3916.7
Asian0<100<10000
Black645585.95585.9914.1
Hispanic0<100<10000
White332987.92987.9412.1
Two or more races0<100<10000
Students with Disabilities141178.61178.6321.4
Economically Disadvantaged645382.85382.81117.2
English Learners0<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 Taken - - -
Advanced Placement Course Enrollment - - -
Dual Enrollment -75 / 19.13%75 / 19.43%
Governor’s School Enrollment -23 / 5.87%21 / 5.44%
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 StudentsDivision674336
State800295758128
FemaleDivision352431
State404633112723
MaleDivision321941
State395662645433
AsianDivision0<100
State5267459213
BlackDivision211052
State171681128234
WhiteDivision402830
State457613375026
Two or more racesDivision0<100
State3387249826
Students with DisabilitiesDivision0<100
State5663303146
Economically DisadvantagedDivision271352
State224091294842
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---
 State-41393623
State LicensuresDivision--2
 State-17901964
Industry CertificationDivision-13572
 State-100544109590
Workplace ReadinessDivision-7992
 State-3077542313
Total Credentials EarnedDivision-214166
 State-137248157490
Students Earning One or More CredentialsDivision-177154
 State-109089126113
CTE CompletersDivision-5536
 State-4240440516
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 Students1518844.4%
2014-2015
Number of Test TakersNumber of Tests TakenNumber of Tests with Qualifying ScoresPercentage of Tests Passed
All Students1314321.4%
2015-2016
Number of Test TakersNumber of Tests TakenNumber of Tests with Qualifying ScoresPercentage of Tests Passed
All Students<<<<%
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
65.765.765

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
2013-20147,939.002,614.001,258.00
2014-20158,558.002,700.001,247.00
2015-20168,289.002,998.001,219.00

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 Students107194453010051062939947131556281913583139
Female51636128459531417457602433404663362
Male555583322546531522490713129415695077
American Indian0000000000000000
Asian12200101001001010311
Black543503025514501822492682640436584389
Hispanic14000131011800016110
White45936143425461014374602418311653445
Two or more races42612427124724443744
Students with Disabilities1251214914017714137131215112181424
Economically Disadvantaged6317440276117225305959344425038456105
English Learners000010001100019101
Homeless0000000000000000
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
Subgroup2015-20162016-20172017-2018
All Students93.490.4894.06
Female93.4590.5693.98
Male93.3590.494.13
American Indian94.7288.6788.62
Asian95.4294.0696.26
Black93.1689.6894.04
Hispanic96.7194.5394.89
Native Hawaiian89.0292.9790.24
White93.6391.1493.86
Two or more races92.8291.7995.32
Students with Disabilities91.4188.8893.75
Economically Disadvantaged92.9389.4693.58
English Learners95.494.7497.53
Foster Care10082.11
Military Connected94.3792.0787.81
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Standards of Accreditation (SOA) Offenses Data

2016-2017 Offenses
 Number of Offenses
Alcohol, Tobacco, and Other Drug Offenses11
Technology Offenses14
Offenses Against Student92
Offenses Against Staff26
Weapons Offenses<
Property Offenses14
All Other Offenses64
Other Offenses Against Persons106
Disorderly or Disruptive Behavior Offenses321
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 Indian0.1640.3221.150.3280.29
Asian0.9840.8850.291.229
Black52.62373.5153.90274.7155.20176.79
Hispanic1.3110.371.3680.291.4740.57
Native Hawaiian0.0820.2410.290.164
White40.24622.0138.45521.2637.18320.34
Two or more races4.594.14.8272.014.4232.01
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 Indian0.1640.3220.328
Asian0.9840.8851.229
Black52.62353.9025055.20155.56
Hispanic1.3111.3681.474
Native Hawaiian0.0820.2410.164
White40.24638.4555037.18344.44
Two or more races4.594.8274.423
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 Indian0.1640.3220.328
Asian0.9840.8851.229
Black52.62353.90255.201
Hispanic1.3111.3681.474
Native Hawaiian0.0820.2410.164
White40.24638.45537.183100
Two or more races4.594.8274.423
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 Students73.1269.5667.12
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 Students35.5632.5136.6
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 Students64.2268.569.54
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: 10.68 : 1

student 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: 8.17 : 1

student 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
Provisional16%21%
Provisional Special Education3%0%
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

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

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

Percentage of Core Academic Classes Taught by Teachers Not Meeting the Federal Definition of Highly Qualified
 2014-20152015-20162016-2017
Division
All Schools-7%1%
High Poverty-11%1%
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
2015-201649%47%0%4%
2016-201751%47%0%2%
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Lancaster County Public Schools to top