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General school information

Division: Louisa County Public Schools
Address: 953 Davis Hwy Mineral, VA 23117
Superintendent: Mr. Doug Straley
Region: 5
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 Schools6
Fully Accredited6

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 StudentsDivision878586
 Virginia858687
FemaleDivision938691
 Virginia898990
MaleDivision828381
 Virginia828384
American IndianDivision100100
 Virginia848481
AsianDivision<
 Virginia909293
BlackDivision887591
 Virginia797981
HispanicDivision<<<
 Virginia767675
WhiteDivision878883
 Virginia899091
Two or more racesDivision1008989
 Virginia888989
Students with DisabilitiesDivision615754
 Virginia535354
Economically DisadvantagedDivision867884
 Virginia757578
English LearnersDivision<<
 Virginia676762
Gap Group 2Division887591
 Virginia797981
Gap Group 3Division<<<
 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 Students167862221479642116776123
Female178063201782651818816319
Male147561251275632513736027
American Indian27825518<<<<<<<<
Asian2791649209373719907110
Black768613286557357655835
Hispanic187154291073632711766524
White188163191783661718806220
Two or more races107565251173622714735927
Students with Disabilities638326253934616383262
Economically Disadvantaged970603076860329665734
English Learners953454786153399716129
Grade 3 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students166953311678622212685632
Female177256281680642012726028
Male166650341576612412625138
Asian<100<0<100<0<100<0
Black755484595950412535147
Hispanic64438561080702012685632
White207554251884661614695631
Two or more races36259381064543617796221
Students with Disabilities42420761447335313412859
Economically Disadvantaged1057484386759336554945
English Learners733276718826418-535347
Grade 4 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students187356271675592519806120
Female217756232280582021836217
Male146955311071612917776023
Asian<100<0<<<<<100<0
Black105949411169573111665534
Hispanic<<<<-56564414715729
White207757232080602022846316
Two or more races5534747366623417755825
Students with Disabilities8312269434296614402660
Economically Disadvantaged11625138865563514715729
English Learners<<<<641355927825518
Grade 5 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students307847222380562023775423
Female307848222680542028815319
Male317847222179582118745526
American Indian<<<<<100<0
Asian<100<0<100<0<<<<
Black155743431756394411685732
Hispanic31693831<<<<-808020
White358348172686611429805120
Two or more races308352171462483823745226
Students with Disabilities734276694233586383263
Economically Disadvantaged196849321269573114715629
English Learners20604040<100<05585342
Grade 6 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students147561251878602222745226
Female188061202084641625775223
Male107060301572572819715229
Black6655835865563512574543
Hispanic98273181975562540905010
White167862222082611824785422
Two or more races177255281680642011635337
Students with Disabilities633286723028706251975
Economically Disadvantaged66256381168583213614839
English Learners<100<0<<<<<100<0
Grade 7 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students178164191278652219816219
Female198263181781651925856115
Male15816619773662713766324
American Indian<100<0<100<0<100<0
Asian<100<0<100<0
Black973642776356379665734
Hispanic278255181988691318715329
White188365171381681922866414
Two or more races117867221069593116766024
Students with Disabilities845375513230686423758
Economically Disadvantaged12736127363603712726028
English Learners<<<<<<<<<<<<
Grade 8 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students8787122107565259736427
Female88274181279682111786822
Male774672687263288686032
American Indian<<<<<100<0<100<0
Black372692836056404625838
Hispanic18644536-6969315797421
White98172191278662211776623
Two or more races-8181191086761410615239
Students with Disabilities5383362-3737631292871
Economically Disadvantaged477732356358373575443
English Learners<<<<<<<<<<<<
EOC English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students790831078781135868114
Female89184979083106888212
Male688821278578154848016
American Indian<100<0<100<0<<<<
Black18483161787722-787822
Hispanic-91919<<<<-888813
White109180989082107898211
Two or more races-9696413948164817719
Students with Disabilities662573855550451515049
Economically Disadvantaged586811448177191787622
English Learners<<<<<<<<-1001000
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 Students178365172182611824835917
Female218968112687601329885912
Male147763231677612318775823
American Indian<<<<<<<<<100<0
Asian<<<<<100<0<100<0
Black98273181371572916755925
Hispanic137865222272502815796421
White208464162485621528865814
Two or more races217453261984651613725828
Students with Disabilities64640541250385011493851
Economically Disadvantaged127765231576612416745826
English Learners-555545<<<<-828218
Grade 8 Writing Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students157863222376532421775623
Female188668143083521728825418
Male126957311770533013715729
American Indian<<<<<100<0<100<0
Black137461262165443512665434
Hispanic86758332377542321745326
White168165192479552124815719
Two or more races256338382176552413655235
Students with Disabilities534296663731639362764
Economically Disadvantaged107161291767513315634837
English Learners<<<<<<<<<<<<
EOC Writing Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students208868121990711027906210
Female239167922916993095655
Male168569151588731224845916
American Indian<100<0<<<<<100<0
Black6888213677702320846416
Hispanic1891739<<<<7867914
White2588631223947163292608
Two or more races198163191410086014826818
Students with Disabilities85648442272502814725828
Economically Disadvantaged138269181388761218897211
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

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 Students158166191481671911817019
Female158468161684681612857315
Male157863221378652211776623
American Indian991829<<<<<<<<
Asian23926982894676995865
Black871632987163296696331
Hispanic137763231180692010827218
White188466161784671613847116
Two or more races878702267771236777123
Students with Disabilities648425264438566474153
Economically Disadvantaged973642797364276736727
English Learners773652798071206807420
Grade 3 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students217553251681641912756425
Female207758231879612111796821
Male237350271582681813725928
Asian<<<<<100<0<100<0
Black96253383625938-525248
Hispanic-565644<<<<6857915
White288051202086661415786222
Two or more races87769231173622710837217
Students with Disabilities72921711149395110483852
Economically Disadvantaged1167553387264287645636
English Learners-47475327825518-848416
Grade 4 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students258256182882541817836617
Female278356173285541516856915
Male248056202679542118816319
Asian<100<0<<<<<100<0
Black19644636197153295676133
Hispanic<<<<672672814715729
White278659143587521321886712
Two or more races216847321076662411786722
Students with Disabilities10493951643375714473353
Economically Disadvantaged187556251575612510706030
English Learners<100<0-65653518826418
Grade 5 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students368549153281491923805720
Female368650143582471823876313
Male368448162979512123745126
American Indian<100<0<100<0
Asian<100<0<100<0<100<0
Black167660242661353913685632
Hispanic33754225<<<<5797421
White448844123486521429835517
Two or more races138370171859414113715829
Students with Disabilities7544646134330577403360
Economically Disadvantaged177559252272502810726228
English Learners20705030<100<06767124
Grade 6 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students371672937875225757025
Female577722348178198766824
Male265633537471263757225
Black7595241272702813604740
Hispanic<<<<-797921<<<<
White374712648076203817819
Two or more races-727228-7575256635638
Students with Disabilities442385844541557403360
Economically Disadvantaged4635937-7373274706730
English Learners<100<0<<<<<100<0
Grade 7 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students10776723116857329756625
Female128168191375622511806920
Male974652696253387706230
American Indian<100<0<<<<<100<0
Black2716929106151396615539
Hispanic238562152171502925755025
White12786722117059309797021
Two or more races147964214646036-737327
Students with Disabilities8393161-2626748302370
Economically Disadvantaged668623295344474656035
English Learners<<<<<<<<-707030
Grade 8 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students579742148176191737127
Female584801658479161787722
Male574682637874221676633
American Indian<<<<<100<0<100<0
Asian<100<0<100<0
Black6686132-7272284646136
Hispanic<<<<-909010-818119
White583781768277181747326
Two or more races-7979214827918-686832
Students with Disabilities342385853530651323068
Economically Disadvantaged374712637472261616039
English Learners<<<<<100<0<<<<
Algebra I Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students1085751538078203898611
Female13917894858115494906
Male879722127674242848216
American Indian<100<0<100<0
Asian<100<0<100<0<100<0
Black8837517-777723-888812
Hispanic910091048378176888113
White1184741648076204898511
Two or more races5868114-96964-92928
Students with Disabilities-626238-444456-646436
Economically Disadvantaged8807220-727228-858515
English Learners<100<0<<<<<<<<
Geometry Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students7867814128876129887912
Female785781514927888908310
Male88778131084751610867614
American Indian<100<0<100<0
Black17170291818019-808020
Hispanic991829<<<<1995765
White109081101690741010908010
Two or more races4747026-8888125847916
Students with Disabilities-6666342727028-787822
Economically Disadvantaged278762288476164878313
English Learners<<<<<<<<<<<<
Algebra II Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students885781516937772595695
Female786791415927882797703
Male885761518947662492688
Asian<100<0<100<0<100<0
Black4827918782761814867214
Hispanic<<<<<<<<<100<0
White1087771319967742997673
Two or more races-87871379386710908010
Students with Disabilities13736027-82821811847416
Economically Disadvantaged7827618109080101193817
English Learners<100<0<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 Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students158772131987681316877113
Female138774131787701314887412
Male188770132187661319876813
American Indian<<<<<<<<<100<0
Asian<100<0<100<03691559
Black675702577871226777123
Hispanic7746726178669147857915
White1991729238966111991719
Two or more races128978111287741316826618
Students with Disabilities760534095950413605740
Economically Disadvantaged98172191180692010817119
English Learners1559444138380173797621
Grade 5 Science Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students338653143685491525835717
Female308555153584491623866314
Male368650143686501427805320
American Indian<100<0<100<0
Asian<100<0<100<0<<<<
Black127462261467523311655435
Hispanic15856915<<<<-797921
White408948114289471131885712
Two or more races268761131086761421795821
Students with Disabilities14574343155439464605640
Economically Disadvantaged227654242277552317796221
English Learners40602040<100<0-747426
Grade 8 Science Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students9827318138471169837417
Female5827718128270186847716
Male138370171485711512837117
American Indian<<<<<100<0<100<0
Black470663026866322686732
Hispanic8675833-929281695795
White118776131587721310867614
Two or more races6817519178366176777123
Students with Disabilities647405345854424534947
Economically Disadvantaged476732487668244757125
English Learners<<<<<<<<<100<0
Biology Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students78578151187761316856915
Female7878013989801114887412
Male78477161486721418826418
American Indian<<<<<100<0
Asian<100<0<100<0<100<0
Black-66663418684145787322
Hispanic<<<<298657147797121
White9918291487731319886912
Two or more races12100880109586516745826
Students with Disabilities267643376659345544946
Economically Disadvantaged3817719682771811786622
English Learners<<<<<<<<<<<<
Chemistry Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students269973129997012999701
Female2198772221007802899711
Male3110069040995912999701
Black17988121510085015100850
Hispanic<100<0<100<0<100<0
White309969134996513199671
Two or more races171008301810082038100620
Students with Disabilities<100<010908010<<<<
Economically Disadvantaged21997712010080018100820
English Learners<100<0<100<0<100<0
Earth Science Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students789821111867514892838
Female690841078376175898411
Male8888112148875121194836
Asian<100<0<100<0
Black179782137572252817919
Hispanic-707030-7676246888113
White109384714917791095855
Two or more races-83831777367278888112
Students with Disabilities46359373514949-707030
Economically Disadvantaged382791838077206878113
English Learners<<<<-757525<<<<
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 Students328856123188581232895711
Female308757132787601329906110
Male348955113590551035895411
American Indian27100730<<<<<100<0
Asian<<<<<100<035100650
Black178367171482681815846916
Hispanic168267183288561225856015
White38895111369054103791549
Two or more races268761132690641025866214
Students with Disabilities13624938156652349645536
Economically Disadvantaged238258182082611820836317
English Learners166852322480562024866214
VA & US History Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students238764131886681419886912
Female198566151485711514897411
Male278962112388651224886412
American Indian<100<0<<<<<100<0
Asian<<<<<100<0<100<0
Black1483691747976219837417
Hispanic<<<<<100<07807320
White278861122289671122906810
Two or more races188668142883561716846816
Students with Disabilities556514486356377706230
Economically Disadvantaged1580652097769239796921
English Learners<<<<<<<<7867914
World History I Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students198061202182621820866614
Female187759231581661915867014
Male218362172785571524866214
American Indian<100<0<100<0
Asian<100<0<100<0<100<0
Black879722147874228776923
Hispanic-7171292186641422836117
White248157192784571622886612
Two or more races20806020-71712915857015
Students with Disabilities752454864842524534947
Economically Disadvantaged87264281274632610796921
English Learners<<<<<<<<<<<<
World History II Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students289567536965943999601
Female229573527956853299671
Male389356747964944799521
American Indian<100<0<100<0
Asian<100<0<100<0<100<0
Black4898511249267814100860
Hispanic<<<<<100<050100500
White369661440965744599541
Two or more races<100<04210058017100830
Students with Disabilities277347272683571725835817
Economically Disadvantaged169174923947162899711
English Learners<<<<<100<0<100<0
Civics & Econ Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students3591559319161930885812
Female35915693189591132905810
Male36905410319362729865714
American Indian<100<0<100<0<100<0
Asian<100<0<100<0
Black238361171687711311776623
Hispanic1891739317746233295635
White419352734925883691559
Two or more races198869132510075023815819
Students with Disabilities1264523636966311514949
Economically Disadvantaged298758131885681515806520
English Learners<<<<<<<<<100<0
VA Studies Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students56913595088381245894511
Female568832124988391242904810
Male56933775188371247894211
American Indian<100<0<100<0
Asian<100<0<100<0<100<0
Black338451162675492525876313
Hispanic38854615<<<<25815619
White6492288569035105291399
Two or more races48914392990621034885412
Students with Disabilities256843322666403411665534
Economically Disadvantaged468337173681451931855415
English Learners50601040<100<036824618
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: 94.01 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-kindergarten118129112
Kindergarten340334347
Grade 1383351344
Grade 2371382359
Grade 3363387381
Grade 4365367397
Grade 5364366374
Grade 6362365375
Grade 7351371376
Grade 8387356367
Grade 9375379365
Grade 10379370367
Grade 11342377351
Grade 12376330385
Total Students4,8764,8644,900
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 Students487648644900
Female241424152413
Male246224492487
American Indian131012
Asian203038
Black887808790
Hispanic192221252
Native Hawaiian125
White338834183432
Two or more races375375371
Students with Disabilities849864862
Not Students with Disabilities402740004038
Economically Disadvantaged226921172238
Not Economically Disadvantaged260727472662
English Learners124128144
Not English Learners475247364756
Homeless663
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 StudentsDivision175113134194
State4978334421271095654981971
FemaleDivision111474271
State27214152009363331874682
MaleDivision646692123
State2256919221177462336241289
American IndianDivision<<<<0<
State123127114274
AsianDivision<<<<0<
State45731128821711553
BlackDivision32296022
State79241059810702191500851
HispanicDivision<<<<<<
State47504926292891962258
WhiteDivision1267964152
State299871610611585831716708
Two or more racesDivision1020010
State23641473934417494
Students with DisabilitiesDivision43013070
State1022603527101331172104
Economically DisadvantagedDivision544571103
State959515820159442826411138
English LearnersDivision<<<<<<
State1518329526534162681
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 Students32830191.830693.3195.8
Female17216294.216495.374.1
Male15613989.114291127.7
American Indian0<100<10000
Asian0<100<10000
Black716794.46895.822.8
Hispanic0<<<<<<
White23221190.921592.7156.5
Two or more races131292.31292.317.7
Students with Disabilities5447874787713
Economically Disadvantaged12010688.310890108.3
English Learners0<<<<<<
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 Taken139 / 9.77%99 / 6.73%107 / 7.35%
Advanced Placement Course Enrollment141 / 9.91%115 / 7.81%129 / 8.86%
Dual Enrollment293 / 20.59%283 / 19.23%265 / 18.2%
Governor’s School Enrollment62 / 4.36%62 / 4.21%67 / 4.6%
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 StudentsDivision29116942
State800255758028
FemaleDivision15210134
State404623112723
MaleDivision1396851
State395632645333
BlackDivision512845
State171671128234
HispanicDivision0<100
State8077522135
WhiteDivision21312541
State457593374926
Two or more racesDivision251540
State3387249826
Students with DisabilitiesDivision351557
State5663303146
Economically DisadvantagedDivision1054656
State224061294742
English LearnersDivision0<100
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 AssessmentsDivision19317
 State397141393623
State LicensuresDivision464333
 State167317901964
Industry CertificationDivision524493490
 State89541100544109590
Workplace ReadinessDivision1067296
 State336653077542313
Total Credentials EarnedDivision695639626
 State128850137248157490
Students Earning One or More CredentialsDivision546500509
 State104867109089126113
CTE CompletersDivision189213190
 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 Students1401659557.6%
2014-2015
Number of Test TakersNumber of Tests TakenNumber of Tests with Qualifying ScoresPercentage of Tests Passed
All Students951226754.9%
2015-2016
Number of Test TakersNumber of Tests TakenNumber of Tests with Qualifying ScoresPercentage of Tests Passed
All Students971126759.8%
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
62.563.764.1

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
2013-20145,810.004,206.001,612.00
2014-20156,652.004,122.00694.00
2015-20166,593.004,135.00596.00

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 Students490533165144922521101274476291127185440231194166
Female242611825225011949552241135549222251474470
Male247922826224213361722235156739321771645096
American Indian18000122111020110021
Asian19000210002300130101
Black9235110844491419803492126734531730
Hispanic152102152131817414182181537
Native Hawaiian0000000000000000
White346627153931261678190312219492136307820962117
Two or more races32500033521139342321313330331010
Students with Disabilities85912613768643236748862955742771945
Economically Disadvantaged2153197819971668070205018886106189921360106
English Learners75101116614123311132911
Homeless280203242224521010413
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Attendance Rate

Attendance Rate: All Students

The attendance rate equals “average daily attendance” divided by “average daily membership.” Average daily attendance is the aggregate number of days of attendance of all students during a school year divided by the number of days school is in session during the year. Average daily membership is the aggregate number of days of membership of all students during a school year divided by the number of days school is in session during the year.

Attendance Rate
Subgroup2014-20152015-20162016-2017
All Students95.3295.194.94
Female95.4795.1995.09
Male95.1795.0194.78
American Indian94.1792.3590.29
Asian98.2397.6196.96
Black95.9795.6395.28
Hispanic9594.6995.49
Native Hawaiian98.1699.3995.11
White95.169594.84
Two or more races95.294.9694.69
Students with Disabilities94.2293.7993.79
Economically Disadvantaged94.4994.1493.88
English Learners95.896.296.23
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 Offenses32
Technology Offenses<
Offenses Against Student57
Offenses Against Staff13
Weapons Offenses<
Property Offenses11
All Other Offenses26
Other Offenses Against Persons81
Disorderly or Disruptive Behavior Offenses289
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 Indian0.310.190.2670.170.206
Asian0.4130.410.617
Black18.55924.5218.19129.1616.61225.72
Hispanic3.3441.93.9381.724.5441.57
Native Hawaiian0.0410.0210.041
White69.75662.9369.48359.5270.27161.42
Two or more races7.57610.467.6919.437.7111.29
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 Indian0.310.2670.206
Asian0.4130.410.617
Black18.5598018.19138.4616.61247.62
Hispanic3.3443.9384.544
Native Hawaiian0.0410.0210.041
White69.7562069.48361.5470.27138.1
Two or more races7.5767.6917.7114.29
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 Indian0.310.2670.206
Asian0.4130.410.617
Black18.5595018.19116.6716.612100
Hispanic3.3443.9384.544
Native Hawaiian0.0410.0210.041
White69.7565069.48383.3370.271
Two or more races7.5767.6917.71
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 Students46.4447.0444.31
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Free and Reduced Breakfast Participation of Eligible Students

Free and Reduced Breakfast Participation of Eligible Students :

The above pie graph displays the average daily percentage of students eligible for free or reduced-price meals who participated in the U.S. Department of Agriculture School Breakfast Program. The School Breakfast Program is a federally assisted meal program that provides nutritious breakfast meals to students. The Virginia Department of Education administers the program at the state level and school divisions administer the program at the local level.

Participation in the School Breakfast Program has been linked increased achievement, reduced absenteeism and tardiness, fewer disciplinary problems, and better student health.

Breakfast menus must provide one-fourth of the daily recommended levels for protein, calcium, iron, Vitamin A, Vitamin C and calories. Participating schools must serve breakfasts that meet Federal nutrition standards – one quarter of daily recommended levels of protein, calcium, iron, vitamins A and C and calories – and must provide free and reduced-price breakfasts to eligible children.

The No Kid Hungry Virginia campaign and the Virginia 365 Project are key state initiatives to increase participation in school nutrition programs and eliminate childhood hunger.

 

Free and Reduced Breakfast Participation
 2014-20152015-20162016-2017
 PercentagePercentagePercentage
All Students41.4442.3742.78
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 Students75.5474.8975.29
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: 12.2 : 1

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

2015-2016 Grades 8-12 Student Teacher Ratio: 12.53 : 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
Provisional6%6%
Provisional Special Education4%4%
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%
High Poverty---
Low Poverty---
State
All Schools100%1%1%
High Poverty100%2%2%
Low Poverty100%1%1%
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

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

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

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

Teacher Educational Attainment

Teacher Educational Attainment: 2016-2017

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

Teacher Educational Attainment
 Bachelor's DegreeMaster's DegreeDoctoral DegreeOther
2014-201548%49%0%3%
2015-201651%45%1%3%
2016-201752%44%0%4%
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
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