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General school information

Division: Loudoun County Public Schools
Address: 21000 Education Court Ashburn, VA 20148
Superintendent: Dr. Eric Williams
Region: 4
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 Schools88
Fully Accredited87
Conditionally Accredited: New 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 StudentsDivision919392
 Virginia858687
FemaleDivision949494
 Virginia898990
MaleDivision899291
 Virginia828384
American IndianDivision858771
 Virginia848481
AsianDivision939596
 Virginia909293
BlackDivision849291
 Virginia797981
HispanicDivision788076
 Virginia767675
Native HawaiianDivision100<100
 Virginia899292
WhiteDivision959696
 Virginia899091
Two or more racesDivision969793
 Virginia888989
Students with DisabilitiesDivision677674
 Virginia535354
Economically DisadvantagedDivision748076
 Virginia757578
English LearnersDivision5965100
 Virginia676762
Gap Group 2Division849291
 Virginia797981
Gap Group 3Division788076
 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 Students268761132488641224876313
Female308960112790631028906210
Male238562152186651421856415
American Indian147763231978592317725528
Asian369357733936173493597
Black147562251478642213776423
Hispanic157358271474602614735927
Native Hawaiian29845516138471162994666
White2790631025916692591659
Two or more races278861122490661025886412
Students with Disabilities145642441560464013604740
Economically Disadvantaged126856321271582912685732
English Learners146349371364513612665434
Grade 3 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students308353172184631622805820
Female338552152285641525835817
Male278053202082621820785822
American Indian307343272381581913695631
Asian40895011259166929896011
Black177256281371582913695531
Hispanic247046302273512717644736
Native Hawaiian<<<<<<<<<<<<
White308555151985661523846116
Two or more races257955212086661420785822
Students with Disabilities215938412160394018574043
Economically Disadvantaged206646342069493116614539
English Learners257045302172522817654835
Grade 4 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students278457162685591527865914
Female318756132989591129885912
Male248158192382591825845916
American Indian9706030973642720785922
Asian379256837925583492588
Black157054301579642115756025
Hispanic156651341571562917715429
Native Hawaiian<100<0<<<<<<<<
White288759132788611229906110
Two or more races248661142185641529886012
Students with Disabilities175639441860424018624438
Economically Disadvantaged136350371369563114675333
English Learners146450361267553314695531
Grade 5 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students338754133689531134895511
Female3889511139915293891539
Male288556153387541330865714
American Indian208565152473492722674433
Asian419251846954954694486
Black197455262177552321826118
Hispanic197253281975562517765924
Native Hawaiian<100<0<100<0<100<0
White3690541039925383691569
Two or more races33885512369155933905710
Students with Disabilities155540452165453517654935
Economically Disadvantaged146855321671552915735827
English Learners106555351368553217735627
Grade 6 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students308757133088581231875613
Female349056103490561033905710
Male268459162685591529855615
American Indian107060301981621913655335
Asian409353739945564594496
Black147461262077572315756025
Hispanic167256281672562814705630
Native Hawaiian<<<<<100<0<100<0
White329159932915993292598
Two or more races33885512299162930885812
Students with Disabilities145440461156454414574343
Economically Disadvantaged116656341267553312665434
English Learners85345471052434812665534
Grade 7 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students34895511249167923906710
Female399152929936472893647
Male308757131989701117887112
American Indian10908110209373717786122
Asian479548534956153395625
Black227755231184721614826818
Hispanic167660241578632212776523
Native Hawaiian<<<<<100<0<100<0
White369256824947062393707
Two or more races429553527936672393707
Students with Disabilities13564344116452368605240
Economically Disadvantaged14705630117564259726228
English Learners13554245115139496696331
Grade 8 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students178568151985661523866314
Female208868122288661227896211
Male148268181782661818836517
American Indian67671241071622925633838
Asian279265829926483293617
Black77366271170593013746126
Hispanic96960311069593114695531
Native Hawaiian<<<<<<<<<100<0
White178872122089691123906710
Two or more races188870122290671027906310
Students with Disabilities948385294940519524348
Economically Disadvantaged762543886456369625438
English Learners9433457124635548504250
EOC English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students99585510938371093837
Female109686411958351294826
Male994856891839992838
American Indian12887612198163191695795
Asian89688412958351396834
Black585811558580154827918
Hispanic590851048682145837817
Native Hawaiian<<<<<100<0<100<0
White119785311968441296844
Two or more races99787310958551094846
Students with Disabilities8706330106858328696031
Economically Disadvantaged486821448178194797521
English Learners179792116766332636137
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 Students318756133387541341894811
Female3791549399052104893457
Male258358172784571634865214
American Indian78679143274422637713429
Asian449349748934575695385
Black147460261672562824785422
Hispanic157459261773562722765424
Native Hawaiian337542252773452745823618
White349157934915694392508
Two or more races3490561037935674591479
Students with Disabilities105141491154434611584742
Economically Disadvantaged116756331368553216705430
English Learners452484864439568564844
Grade 8 Writing Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students288356173284521636865014
Female33895511398849124491469
Male227856222580552028815319
American Indian-8686142476522427532747
Asian439249849934475494396
Black116958311565503524755125
Hispanic136552351766493419715229
Native Hawaiian<<<<<<<<<<<<
White298758133388551235895411
Two or more races31875613389355741894811
Students with Disabilities94233581046365410493951
Economically Disadvantaged95748431260484013635037
English Learners433296773023708504250
EOC Writing Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students3591569339057104692478
Female429553539935475294436
Male298859122988591240905110
American Indian138773134171292945854015
Asian469448647944765996374
Black177861221879612124815719
Hispanic178365171779632124815719
Native Hawaiian<<<<<100<0<<<<
White399455637945765096454
Two or more races389456636935774994456
Students with Disabilities116250381263513713685632
Economically Disadvantaged147864221475612519775823
English Learners471662945450467625538
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 Students238562152386631422856315
Female238663142287651321866514
Male248460162485611523846116
American Indian157964211675592515766124
Asian429352740945464094536
Black10716029107463269736427
Hispanic127260281172612810706130
Native Hawaiian268256181780632017907410
White228865122289671121886712
Two or more races238663142388651221866514
Students with Disabilities125846421259474112594841
Economically Disadvantaged1068583296960318675933
English Learners136855321166553411685732
Grade 3 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students258055202482581822805820
Female237956212080602019785922
Male268155192884561624815719
American Indian77367271868503216725628
Asian38905210359256834905610
Black13685532117059309655635
Hispanic13655235116453369625338
Native Hawaiian<<<<<<<<<<<<
White258258182485601522836117
Two or more races207858222585611519775723
Students with Disabilities155540451655394515533847
Economically Disadvantaged1160504086254388595141
English Learners146450361165543510655535
Grade 4 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students388951113789511134885312
Female368953113589531129875813
Male409050103989491139884912
American Indian237754232176552424734927
Asian569641456953955195435
Black237653242282601816755925
Hispanic217857222078582217755825
Native Hawaiian<100<0<100<0<<<<
White3891539379053103591569
Two or more races34915793087571334865214
Students with Disabilities196647342165443517614539
Economically Disadvantaged177658241775572513715829
English Learners207756231975562518765824
Grade 5 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students398748133887491337885112
Female408848123787501336875213
Male388748133988481239884912
American Indian298253182273512731784722
Asian599435659963745895365
Black217150292070503019796021
Hispanic237653242176562419775823
Native Hawaiian<<<<<100<0<<<<
White389052103789531136895311
Two or more races42884612389153934885412
Students with Disabilities145945411864463617624538
Economically Disadvantaged197354271873552714756125
English Learners197354271673582721765524
Grade 6 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students984761688476166827618
Female1088781288578156847816
Male881731978275186797421
American Indian<<<<15776223-676733
Asian1392798109180911897811
Black675692557772233706730
Hispanic773662757166294696531
White988791288980117888112
Two or more races885771578780135898311
Students with Disabilities11604940964563610645436
Economically Disadvantaged670643056965313666234
English Learners366633446156394676333
Grade 7 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students208263182086661422836217
Female208464162088681220856415
Male198162192084651623826018
American Indian158065201481671917776023
Asian409354735956054194536
Black8635437107363279695931
Hispanic10685832107060308645736
Native Hawaiian<<<<<100<0<100<0
White168568151889711119866714
Two or more races228563152088681218876913
Students with Disabilities115039501255434512534047
Economically Disadvantaged862543866760336605440
English Learners1260484075649449655635
Grade 8 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students561563956460364696431
Female565613546864325726728
Male659534156156394676333
American Indian<<<<<<<<9554545
Asian11675633127463269857615
Black542375845652444585442
Hispanic445415544945512525048
Native Hawaiian<<<<<<<<<100<0
White571662947167294757025
Two or more races463593737067308797121
Students with Disabilities1242305884233588473953
Economically Disadvantaged541365944643542504850
English Learners635286512928711454455
Algebra I Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students118474161286741412877513
Female118777131388751213907710
Male108271181183721712857315
American Indian-74742697061308887913
Asian289568532956353296644
Black172712857570253777323
Hispanic369663137067304726828
Native Hawaiian<<<<<<<<<<<<
White9887912990801010908110
Two or more races11867514128977111191809
Students with Disabilities258554235855422636137
Economically Disadvantaged264623636864322686632
English Learners464603626360374696531
Geometry Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students188769131686701418866814
Female188970111788711219886912
Male178568151685691518856715
American Indian-717129-8282186888113
Asian359358732946263895575
Black570653037168296726628
Hispanic873652767065307696231
Native Hawaiian<<<<<<<<<100<0
White17917491690741016907410
Two or more races199072101989701117887112
Students with Disabilities456514455651444585342
Economically Disadvantaged671652956661345666134
English Learners766593485649445545046
Algebra II Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students299262827926582691659
Female299263826936672692668
Male3091619279163926906410
American Indian29100710239269810908110
Asian499647443965344396534
Black118271181282701810827218
Hispanic168772131787701315846916
Native Hawaiian<<<<<<<<<100<0
White299264825926782492688
Two or more races26906510289163926896311
Students with Disabilities8716329107362279726328
Economically Disadvantaged158266181487731311827118
English Learners218766131782651813776423
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 Students208969112189681121896911
Female188971112090701019897011
Male218968112289671122896711
American Indian10796921780732015786322
Asian299364733946163295625
Black7787122880722010797021
Hispanic973652797364279736427
Native Hawaiian148671142085651514907610
White219372722947162293727
Two or more races219271822937172293717
Students with Disabilities96455361068573210675733
Economically Disadvantaged668623276963316686232
English Learners456524455752437605340
Grade 5 Science Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students268559153387541331865614
Female248359173286531428855715
Male278659143488541233875513
American Indian227250281069603119735427
Asian369155951934274793477
Black106959311576612417745726
Hispanic116454361568533213705730
Native Hawaiian<<<<<100<0<<<<
White28896211349157931905910
Two or more races29896011319262827886112
Students with Disabilities115847421763463716624638
Economically Disadvantaged76053401164533610665634
English Learners6575143961523915675233
Grade 8 Science Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students218968111989701121886812
Female188970111789721119907110
Male238966112189681122876513
American Indian665593559590522674433
Asian329562529946563396624
Black679722177569258776823
Hispanic1072612867165299696131
Native Hawaiian<<<<<<<<<100<0
White229371721947362093727
Two or more races249267826936672493697
Students with Disabilities9635437861533910615139
Economically Disadvantaged666603456662346645836
English Learners346435434541553535047
Biology Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students199273818917291892738
Female199374718927481793767
Male19917291889711120907110
American Indian6817519482791812887612
Asian279668424957152495715
Black782751878275189827418
Hispanic978702297566257756825
Native Hawaiian<<<<<100<0<<<<
White219674421957452196754
Two or more races189476617937772196754
Students with Disabilities565593556763337696231
Economically Disadvantaged673672757065305706530
English Learners259574125553452545246
Chemistry Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students179275819927382093727
Female169175916927681992738
Male179275822926982293727
American Indian7867914<<<<13887513
Asian239572529966643196654
Black6837717884761610867614
Hispanic78275181083731713857315
Native Hawaiian<100<0<<<<<100<0
White179376719937572094746
Two or more races179477619947561994756
Students with Disabilities4757125277752311786622
Economically Disadvantaged7807320108373179827318
English Learners27068301277652310786822
Earth Science Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students128876121290781011887712
Female108878121090801010877713
Male158974111490761012887612
American Indian991829-10010006817519
Asian159176916937871392798
Black377742348379173797621
Hispanic675692567469265716629
Native Hawaiian<100<0<100<0<100<0
White169478614958151495805
Two or more races119180915947961496824
Students with Disabilities566603467670244716829
Economically Disadvantaged470673037168293676433
English Learners156554415756431535247
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 Students339259834925983492588
Female319261831926183292608
Male359257836935773793567
American Indian20846416258762132791649
Asian479649448974935097473
Black188466161984641619866614
Hispanic198062201781631918806220
Native Hawaiian3896584229170931885812
White359560535956053595605
Two or more races339461635945963794586
Students with Disabilities177255281674582616745826
Economically Disadvantaged157662241577632314766224
English Learners167054301569533116705430
VA & US History Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students1291799189173922906910
Female10918191490751018907210
Male159278822927082591669
American Indian-71712968175195827718
Asian159480622957452794676
Black6837717880712012857315
Hispanic7817519979702111726128
Native Hawaiian<100<0<100<0<<<<
White149480621947362595705
Two or more races159479618927582494716
Students with Disabilities568633256964319716229
Economically Disadvantaged677712377467268706230
English Learners365623515857424514749
World History I Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students269367727926582694686
Female259368725926782493697
Male289365729926382794676
American Indian128472162482591815100850
Asian419756341985724498542
Black128573151185741512867414
Hispanic148267181477632310837317
Native Hawaiian<<<<<<<<<100<0
White279668428956752696704
Two or more races249571532956352996674
Students with Disabilities9716329107565256767024
Economically Disadvantaged10786822107464269797021
English Learners868603246258386696431
World History II Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students21896811239068102891639
Female168872122089701124906710
Male269165926916693191609
American Indian20907010109081101994756
Asian289466632976533697613
Black117867221181701914836917
Hispanic127765231377642316776023
Native Hawaiian<100<0<100<0<<<<
White249369724936973094646
Two or more races1889711122947262892648
Students with Disabilities86355371070613013746126
Economically Disadvantaged87162291174642612726028
English Learners362593856155395615639
Geography Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students<100<0-5555451444356
Male<100<0-6262382444256
Asian<100<0<<<<<<<<
Civics & Econ Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students469448643955154295525
Female469449642955254295535
Male479446645955054394516
American Indian18947662910071025886313
Asian599738356984225998392
Black26896311288557152491679
Hispanic288456161986661423836017
Native Hawaiian<100<0<<<<<100<0
White509646447975034497533
Two or more races489547549974834497533
Students with Disabilities167155291372582814735927
Economically Disadvantaged218059201781641916806320
English Learners96859321466523412715929
VA Studies Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students579236855943865493397
Female559236853934175093437
Male589335758943665994356
American Indian31815019508535156393307
Asian739824273972437098282
Black388547153987471337844716
Hispanic307848223486531436875113
Native Hawaiian<100<0<100<0<<<<
White609535556954055394416
Two or more races539442650924185592378
Students with Disabilities347744232979502129734427
Economically Disadvantaged267449262883551729845416
English Learners317746233887481340905010
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Percent of Kindergarten Students Meeting Literacy Benchmarks

All Kindergartners

Elementary schools use Virginia Department of Education-approved diagnostic assessments to measure children’s knowledge of the following literacy fundamentals: phonological awareness, alphabet recognition, concept of word, knowledge of letter sounds and spelling. These assessments provide a direct means of matching literacy instruction to specific literacy needs and provide a means of identifying children who are behind in their acquisition of these skills and therefore eligible for services through the commonwealth’s Early Intervention Reading Initiative.

 

2014-20152015-20162016-2017
Percent of Kindergarten Students Meeting Literacy BenchmarksDivision: 91.16 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-kindergarten1,052841871
Kindergarten4,8805,0795,364
Grade 15,8705,8695,899
Grade 26,0786,0616,012
Grade 36,1176,2786,167
Grade 46,0126,2876,411
Grade 55,9636,1456,510
Grade 66,1346,1386,321
Grade 75,9266,3106,326
Grade 85,9586,1196,418
Grade 95,8336,3256,376
Grade 105,8465,9346,426
Grade 115,4565,9166,001
Grade 125,1005,3775,833
Post Graduate263430
Total Students76,25178,71380,965
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 Students762517871380965
Female372163841339461
Male390354030041504
American Indian355387418
Asian147401594217144
Black511952565465
Hispanic125391344114022
Native Hawaiian757788
White394723946939483
Two or more races395141414345
Students with Disabilities845985438946
Not Students with Disabilities677927017072019
Economically Disadvantaged139221459015433
Not Economically Disadvantaged623296412365532
English Learners94001224312753
Not English Learners668516647068212
Homeless87213591219
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 StudentsDivision38081280892516752
State4978334421271095554991971
FemaleDivision195456239105820
State27214152009363331874682
MaleDivision1854718501510932
State2256919221177462236251289
American IndianDivision1021160
State123127114274
AsianDivision6601289023
State45731128821711553
BlackDivision233173142137
State79241059810702191500851
HispanicDivision41835018811219
State47504926292891962258
Native HawaiianDivision<<<<0<
State62634043
WhiteDivision230656642132921
State299871610611585821717708
Two or more racesDivision180595152
State23641473934417494
Students with DisabilitiesDivision144310894192
State1022603527101331172104
Economically DisadvantagedDivision3624203097821
State959515820159442826411138
English LearnersDivision10125112511310
State1518329526534162681
HomelessDivision236842295
State203616882523657
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 Students5421517795.5521296.11673.1
Female2643255596.7257197.3582.2
Male2778262294.4264195.11093.9
American Indian2013651470630
Asian80279799.479999.62.2
Black4424209542495.9132.9
Hispanic9257868579986.411212.1
Native Hawaiian0<100<10000
White2977291497.9292898.4291
Two or more races25224496.824597.252
Students with Disabilities57154395.154795.8193.3
Economically Disadvantaged92081288.382890788.5
English Learners49336473.837676.311322.9
Homeless1319572.59874.82922.1
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 Taken7,182 / 34.22%7,223 / 32.51%7,187 / 30.54%
Advanced Placement Course Enrollment8,964 / 42.71%8,915 / 40.12%9,068 / 38.53%
Dual Enrollment1,610 / 7.67%2,418 / 10.88%3,654 / 15.53%
Governor’s School Enrollment - - -
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 StudentsDivision4458382514
State800255758028
FemaleDivision2221198611
State404623112723
MaleDivision2237183918
State395632645333
American IndianDivision272122
State25416535
AsianDivision5675208
State5267459213
BlackDivision38731020
State171671128234
HispanicDivision61045525
State8077522135
Native HawaiianDivision0<100
State1147336
WhiteDivision2666233812
State457593374926
Two or more racesDivision19717710
State3387249826
Students with DisabilitiesDivision35324929
State5663303146
Economically DisadvantagedDivision64446927
State224061294742
English LearnersDivision28020029
State5211340435
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 AssessmentsDivision241620
 State397141393623
State LicensuresDivision-2-
 State167317901964
Industry CertificationDivision439149735840
 State89541100544109590
Workplace ReadinessDivision326358631
 State336653077542313
Total Credentials EarnedDivision474153496491
 State128850137248157490
Students Earning One or More CredentialsDivision423148185432
 State104867109089126113
CTE CompletersDivision159017101754
 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 Students647012871878768.3%
2014-2015
Number of Test TakersNumber of Tests TakenNumber of Tests with Qualifying ScoresPercentage of Tests Passed
All Students680213982942667.4%
2015-2016
Number of Test TakersNumber of Tests TakenNumber of Tests with Qualifying ScoresPercentage of Tests Passed
All Students7249149921036369.1%
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

School Finance

Percentage of Expenditures

Division Expenditures

Multiple factors should be considered when comparing the level of school division expenditures for instruction and expenditures for non-instructional costs, such as administration, health services and pupil transportation. These factors include economies of scale, geographic size, and the number of students requiring special services. For example:

  • Smaller school divisions may have similar administrative and support costs as larger divisions but these non-instructional costs are spread over a smaller expenditure base.
  • Geographically large but sparsely populated school divisions may have higher per-pupil transportation costs because of travel distances and mountainous topography.
  • Divisions with large populations of at-risk or special needs students must provide support services that are required or that raise student achievement.
School Division - Percentage of Expenditures
 2013-20142014-20152015-2016
Percentage of fiscal year division
operating expenditures for instructional costs
68.868.267.4

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
2013-20148,616.003,699.00296.00
2014-20158,817.003,805.00292.00
2015-20169,437.003,832.00280.00

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 Students68584247770172171270256078270472759353095796474340410111831235
Female335591245344340349981223367322355731750448457363682009567567
Male350251232357381362721337415382371861780509507379722092616668
American Indian41120893491519333188235725511
Asian120153749367132944027665142546461399815246792196122
Black467518771844886198637349582347177507724987107
Hispanic10625509175212113155652182021192579727030412431931357456
Native Hawaiian75212703017041073720
White374041251314321377171233386326374741644418432372011888492486
Two or more races33791343926363914438283745187505139552094453
Students with Disabilities7039363162177759042716117974775431872387716617228301
Economically Disadvantaged1152373428232412267766286301126111044367421132071189468597
English Learners80663971221489128450145153958764021222911915910332405
Homeless88910352901085119571021411209941591755260112196
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 Students96.2596.2195.65
Female96.2396.1895.63
Male96.2896.2395.66
American Indian95.5396.1595.39
Asian96.8596.6696.2
Black96.5996.6696.29
Hispanic95.7395.6194.75
Native Hawaiian95.696.1395.25
White96.1796.1695.63
Two or more races96.2396.2595.75
Students with Disabilities95.4395.3794.68
Economically Disadvantaged95.4395.3294.51
English Learners96.0395.7294.95
Migrant10084.44
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 Offenses225
Technology Offenses10
Offenses Against Student283
Offenses Against Staff76
Weapons Offenses36
Property Offenses53
All Other Offenses26
Other Offenses Against Persons582
Disorderly or Disruptive Behavior Offenses380
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 Indian0.5340.520.4660.840.4940.65
Asian18.2936.1519.3375.5120.3398.64
Black6.75418.596.71518.086.70616.52
Hispanic15.9425.5216.44930.317.14830.56
Native Hawaiian0.0980.0980.0980.65
White53.3144.7651.78141.6850.35536.93
Two or more races5.0984.455.1833.595.2836.05
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

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 Indian0.5340.4660.494
Asian18.29319.33720.339
Black6.754326.715506.706
Hispanic15.944016.44917.148
Native Hawaiian0.0980.0980.098
White53.312451.7815050.355100
Two or more races5.09845.1835.283
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 Indian0.5340.4660.494
Asian18.29319.33720.339
Black6.7546.7156.706
Hispanic15.9416.44917.148
Native Hawaiian0.0980.0980.098
White53.3151.78150.355
Two or more races5.0985.1835.283
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 Students16.7217.0717.08
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

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 Students26.9232.1230.34
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

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 Students74.5476.475.85
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Teacher Quality

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Student-Teacher Ratio

2015-2016 Grades K-7 Student Teacher Ratio: 13.76 : 1

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

2015-2016 Grades 8-12 Student Teacher Ratio: 12.67 : 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
Provisional4%4%
Provisional Special Education2%2%
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

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

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

Percentage of Core Academic Classes Taught by Teachers Not Meeting the Federal Definition of Highly Qualified
 2014-20152015-20162016-2017
Division
All Schools100%1%1%
High Poverty100%1%1%
Low Poverty100%1%1%
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
2014-201529%68%3%0%
2015-201628%69%2%1%
2016-201729%69%1%1%
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
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