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General school information

Division: Lynchburg City Public Schools
Address: 915 Court St Lynchburg, VA 24504
Superintendent: Dr. Larry A. Massie
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 Schools16
Fully Accredited7
Accreditation Denied4
Partially Accredited: Warned School-Pass Rate1
Partially Accredited: Reconstituted School4

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 StudentsDivision777681
 Virginia858687
FemaleDivision818283
 Virginia898990
MaleDivision737180
 Virginia828384
American IndianDivision<<100
 Virginia848481
AsianDivision100100<
 Virginia909293
BlackDivision716775
 Virginia797981
HispanicDivision689174
 Virginia767675
Native HawaiianDivision100
 Virginia899292
WhiteDivision858588
 Virginia899091
Two or more racesDivision677981
 Virginia888989
Students with DisabilitiesDivision413737
 Virginia535354
Economically DisadvantagedDivision696983
 Virginia757578
English LearnersDivision<69
 Virginia676762
Gap Group 2Division716775
 Virginia797981
Gap Group 3Division689174
 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 Students116756331369573115695531
Female137158291472592817735627
Male96354371167553313665434
American Indian-595941-707030-616139
Asian218059201682671823815919
Black353494745550456555045
Hispanic10746326973642716735727
Native Hawaiian<100<0<100<0<100<0
White218564152588631227886112
Two or more races117059301476622416735727
Students with Disabilities6292371832246810332267
Economically Disadvantaged556514465751437575143
English Learners-45455514847529605140
Grade 3 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students116554351168573217695231
Female146854321169583119735427
Male86254381167563314655135
American Indian<<<<<<<<<100<0
Asian337542251886681425674233
Black350475045450465544946
Hispanic37572251573592731835317
White218160191885671532895711
Two or more races127665242073532714715729
Students with Disabilities5312669127257310342566
Economically Disadvantaged655504565751439574843
English Learners-505050-60604018775923
Grade 4 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students156954311370573017715529
Female207555251776592417715429
Male116453361064543616715529
American Indian<<<<<<<<<<<<
Asian2793677<<<<2594696
Black653474745552456575143
Hispanic25805520574692620886812
White278860122887591333885512
Two or more races137461261480662017745726
Students with Disabilities943345784032603312869
Economically Disadvantaged860514065752439615239
English Learners<<<<-62623813887513
Grade 5 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students156449362073532723724928
Female146551352277552328785022
Male156247381869523119664834
American Indian<<<<<100<0<<<<
Asian27916493192628<<<<
Black549445175751438595141
Hispanic13574343577732320735328
White28815419379154942894711
Two or more races157560252176552433764324
Students with Disabilities72316771537236311392861
Economically Disadvantaged7504350958494210605040
English Learners-404060<<<<13564444
Grade 6 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students126755331665503514634937
Female137259281765483515695431
Male126250381465513513574443
American Indian<<<<<100<0<<<<
Asian15856915<<<<<<<<
Black453494764943515464054
Hispanic581761986456364625838
White268761133083541727825518
Two or more races136553351583681713705730
Students with Disabilities6262074730237015291471
Economically Disadvantaged357534385144496504450
English Learners<<<<<<<<6565044
Grade 7 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students137058301471572914685332
Female157560251476622418715229
Male116656341566513411655435
American Indian<<<<<<<<<100<0
Asian858504231885613<<<<
Black456524465954417554845
Hispanic17796221471682912544246
White26916593090601026866114
Two or more races97162291072622817796221
Students with Disabilities83021701032226813321968
Economically Disadvantaged762553866055408564844
English Learners-303070-3333676413559
Grade 8 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students76154391062523813655235
Female106555351264523614695431
Male4575243860524012614939
American Indian<<<<<<<<<<<<
Asian25835817-73732727805320
Black143425754541555514549
Hispanic118372171466513415644836
Native Hawaiian<100<0<100<0
White138067201984661625906410
Two or more races6585242759524113635038
Students with Disabilities42723731330177014271373
Economically Disadvantaged347445365246485514649
English Learners<<<<-333367-313169
EOC English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students473692757773234797521
Female675702557974215787422
Male371682947571252797721
American Indian<<<<<100<0<<<<
Asian10706030-82821819886913
Black164633616362371666634
Hispanic-6868325898411-797921
White98778131195845791859
Two or more races-525248694896-818119
Students with Disabilities-2525752333167-363664
Economically Disadvantaged163623716867321706930
English Learners<<<<<<<<<<<<
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

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 Students14655135961533915614739
Female187153291167563317675133
Male11604840656504412564344
American Indian<<<<<<<<<<<<
Asian40834317157964213892548
Black350465034745534464254
Hispanic7665934963543720745426
Native Hawaiian<<<<<<<<
White288355171779622129815219
Two or more races7706330663573712625038
Students with Disabilities327247323027709241576
Economically Disadvantaged450465035249485474253
English Learners-212179-383862<<<<
Grade 8 Writing Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students12604840955464515584242
Female156854321259474118634537
Male9534347651454913523948
American Indian<<<<<<<<<<<<
Asian54853115-7070303892548
Black245435533936615433857
Hispanic175639441063533715634837
Native Hawaiian<100<0<100<0
White227755231976572432794621
Two or more races9726328756494415655035
Students with Disabilities1262574325227511261574
Economically Disadvantaged545415544742536443856
English Learners<<<<<<<<<<<<
EOC Writing Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students15675233966583414655135
Female197253281072622816725728
Male12635137760534012584742
American Indian<<<<<100<0<<<<
Asian32825018228361173691559
Black452484835451463494651
Hispanic3716829763563726896311
Native Hawaiian<<<<<<<<
White318655141681651926825618
Two or more races669633157167299595041
Students with Disabilities428247213433667211479
Economically Disadvantaged453484725755434504750
English Learners-171783<<<<<<<<
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 Students106454361168573212695731
Female106757331170593011705930
Male106251381266553413675533
American Indian7635737-72722814826818
Asian3888501233956253491569
Black352494845652444575343
Hispanic106756331375622513756225
Native Hawaiian<<<<<<<<<<<<
White177861222183621722836117
Two or more races106757331068583210716129
Students with Disabilities630237083527659342566
Economically Disadvantaged655504555853425595441
English Learners13665334977682311695931
Grade 3 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students116150391368553214705630
Female126352371065553514725828
Male116048401571562914685432
American Indian<<<<<<<<<100<0
Asian5883251738955752193717
Black345425545451464555145
Hispanic97566251484701620775723
White227957212686591428875813
Two or more races12705830116756338807220
Students with Disabilities326237443329677403460
Economically Disadvantaged652464865650445585342
English Learners11746326485811516846816
Grade 4 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students217250282477522323805720
Female247450262780542016786222
Male197051302374512628815319
American Indian<<<<<<<<<<<<
Asian7594196<<<<56883113
Black10604940126654348716329
Hispanic14826818287951213295635
White3485511541915094392508
Two or more races237957212476532423724928
Students with Disabilities84335571247355312372563
Economically Disadvantaged136552351367543313705730
English Learners386931312979502125886313
Grade 5 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students186345381969503120715129
Female156752331973532722805720
Male205838421966473418654635
American Indian<<<<<<<<<100<0
Asian4510055062100380<<<<
Black649435175649448595141
Hispanic146450361778612213776423
White327846223484511640874613
Two or more races166549352075552513736027
Students with Disabilities72113791033236711372563
Economically Disadvantaged850425075548459625338
English Learners106050403090601012887612
Grade 6 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students364603646461363555245
Female268663237168292565444
Male559544145753433545046
American Indian<<<<<<<<
Asian<<<<<100<0<100<0
Black259564125856423514849
Hispanic76457365706530-585842
White780732067267283656235
Two or more races36865328786922-525248
Students with Disabilities133724631040306011372663
Economically Disadvantaged362593846259382535147
English Learners<<<<<<<<-535347
Grade 7 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students954454675447467534647
Female959504175346478564944
Male950415075548456494351
Asian1592778<100<020806020
Black440366044137594363264
Hispanic1548335275648448605240
White167862221477632310685832
Two or more races936276425048509776823
Students with Disabilities13196811123117713231077
Economically Disadvantaged642365844340575413659
English Learners-606040833256710524348
Grade 8 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students873652786355377686132
Female10756525106859325696531
Male672662875851429675733
American Indian<<<<<<<<<<<<
Asian3810062035100650<100<0
Black361583945248483575443
Hispanic1891739115241487625538
Native Hawaiian<100<0<100<0
White138472161280682013907710
Two or more races-81811985951418716329
Students with Disabilities74032601229177112382662
Economically Disadvantaged566623455550454605640
English Learners<100<0-7575257575043
Algebra I Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students368653267871226767024
Female372682868275187797221
Male365623567468265746926
American Indian<<<<<100<0<100<0
Asian2391689361006403595605
Black162613817069301696831
Hispanic3646136118371173706730
Native Hawaiian<100<0<<<<
White67871221285741511887712
Two or more races368653337876227706330
Students with Disabilities-343466-454555-333367
Economically Disadvantaged162613827170292706830
English Learners5676233<<<<-585842
Geometry Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students558534295950418595041
Female458544295849429574943
Male557524395950418605140
Asian2668423218887112<<<<
Black-404060-4141591424158
Hispanic-565644567623313705730
Native Hawaiian<<<<<100<0
White107970212180592016776123
Two or more races353504765245483474453
Students with Disabilities-212179-2626743262474
Economically Disadvantaged2444256-4443562444256
English Learners<<<<<<<<<<<<
Algebra II Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students9625338981711917846816
Female9665734981731916816519
Male95849421080702017887012
American Indian<<<<<100<0<100<0
Asian42834217309060104692468
Black151504947167293757225
Hispanic13534047-10010004888313
White136956311588731228896111
Two or more races11786722-787822991829
Students with Disabilities-2424768544646<<<<
Economically Disadvantaged347435347470263767324
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 Students96860321172612812726028
Female76760331071612911716029
Male107060301274612612726028
American Indian-717129-676733-737327
Asian21896811239673424906710
Black151504935855423575443
Hispanic677712366963317736527
Native Hawaiian<100<0<100<0<100<0
White178770132289671123896611
Two or more races77265281181701911776523
Students with Disabilities239376153935617383162
Economically Disadvantaged255534536158394605540
English Learners3636037-5656444615639
Grade 5 Science Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students126352372275532522735127
Female106353372175552523765224
Male146451362374512621715029
American Indian<<<<<<<<<100<0
Asian2710073038100620<<<<
Black245435576154397605340
Hispanic7635737177154298736528
White24835917419150946904410
Two or more races167661242683571727845716
Students with Disabilities6272173113625648494051
Economically Disadvantaged450465086153399635338
English Learners-505050-64643611615039
Grade 8 Science Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students665583576760336665934
Female664583656863325625738
Male7655835106656348696131
American Indian<<<<<100<0<<<<
Asian<100<019100810<<<<
Black147465315049503504650
Hispanic10867614755484513705730
White14836917179073101092828
Two or more races3636037-7272287655835
Students with Disabilities-373763333306716341966
Economically Disadvantaged353514725554454514749
English Learners<100<0-5555459453655
Biology Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students67064301069603111695731
Female67266281069593111685732
Male6686232970613012695831
American Indian<<<<<<<<<<<<
Asian247653242994656<<<<
Black-52524815654443545146
Hispanic-78782277063304797521
Native Hawaiian<100<0<100<0
White13917891984641624846016
Two or more races3767324676712410786822
Students with Disabilities-4040603373463-292971
Economically Disadvantaged156564425958414575243
English Learners<<<<-555545-454555
Chemistry Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students13816719118272188817419
Female1080702087971218777023
Male17816419148673147857815
Asian20100800208767131493797
Black468643226966311727128
Hispanic<<<<-767624892838
White20886812199374713887412
Two or more races7736727-888813-767624
Students with Disabilities<<<<<<<<<<<<
Economically Disadvantaged368653227372271747326
English Learners<<<<<100<0
Earth Science Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students768613267368278726528
Female561563946864325726728
Male9756625778712210726228
American Indian<<<<<<<<<100<0
Asian24825918810092038100630
Black-50505015958411575743
Hispanic12816919-7575256645836
Native Hawaiian<100<0<100<0
White16897311138977111691759
Two or more races371692998879125827718
Students with Disabilities-434357-454555-292971
Economically Disadvantaged256544426361372615839
English Learners-646436-505050-676733
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 Students208060202078582223795621
Female188062201977592322785622
Male228058202279572124805520
American Indian178367172060404025755025
Asian489143942945264593487
Black9685932966573411675633
Hispanic178265181785681522815919
Native Hawaiian<<<<<100<0<100<0
White319362733915893892548
Two or more races248561152282601820816119
Students with Disabilities9574843949405111483752
Economically Disadvantaged107161291068583212695631
English Learners155944411384711613756225
VA & US History Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students8807220776692412776623
Female676702467569259756625
Male10847416878692215816519
American Indian<100<0<<<<
Asian20806020-88881339895011
Black167663316261383666434
Hispanic5868114-868614-717129
Native Hawaiian<<<<<100<0
White1593787179376721896811
Two or more races991829485811511817019
Students with Disabilities6645836-3636649534447
Economically Disadvantaged3716829-6464364666234
English Learners<<<<<<<<<<<<
World History I Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students157559251472582815725728
Female137461261671562915705530
Male187557251373592716745826
American Indian<<<<<<<<<100<0
Asian507828225010050040100600
Black663573776052406585242
Hispanic1886681451009509746626
Native Hawaiian<100<0<100<0
White23896611248560153091619
Two or more races227351271371582916765924
Students with Disabilities551464954439561313069
Economically Disadvantaged665593576154398635637
English Learners<<<<27100730-656535
World History II Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students147865221372592812766424
Female13796521869613112726028
Male147763231875572511806820
Asian3310067033835017<<<<
Black862543845955413615839
Hispanic-707030107060305797421
White2197763238764132391689
Two or more races129280814776423-747426
Students with Disabilities-64643644440568403260
Economically Disadvantaged867593366054403595741
English Learners<<<<<100<0<<<<
Geography Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students10100900389861231100690
Female7100930349763321100790
Male141008604410056043100570
Asian<100<0<100<0<100<0
Black<100<07100930<100<0
Hispanic<100<0<100<0<100<0
White13100870419756339100610
Two or more races<100<0<100<0<100<0
Students with Disabilities<100<0<100<0<100<0
Economically Disadvantaged<100<01994756-1001000
Civics & Econ Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students288355172382591832794721
Female288558152181601930815119
Male288254182583581734764224
American Indian<100<0<<<<<<<<
Asian62100380401006006493297
Black13736127972632816685332
Hispanic21937172483591732885612
Native Hawaiian<100<0<100<0
White479447645975235895375
Two or more races308757131981631930784922
Students with Disabilities54843524494551-353565
Economically Disadvantaged147662241074632614695531
English Learners<<<<<100<010908010
VA Studies Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students328048203882451839854615
Female288253183783471741864614
Male357944213981431938854715
American Indian<<<<<<<<<100<0
Asian7310027085100150<100<0
Black147157292273512723785522
Hispanic307343274585401546864114
White539138956943866195335
Two or more races358852134186451432875513
Students with Disabilities94738532142215814564244
Economically Disadvantaged167155292073532726795221
English Learners10504050<<<<4093537
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: 85.36 State: 90.38Division: State:Division: State:

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

2015-20162016-20172017-2018
State000
Division000
Number of recently arrived English language learners exempted from state reading assessments

Enrollment

Fall Membership by Grade

Grade2014-20152015-20162016-2017
Pre-kindergarten232362301
Kindergarten724652656
Grade 1717700643
Grade 2696678674
Grade 3667682656
Grade 4641639651
Grade 5649631624
Grade 6622625626
Grade 7613602620
Grade 8589596610
Grade 9647614641
Grade 10599623600
Grade 11616596605
Grade 12565566570
Post Graduate232123
Total Students8,6008,5878,500
Fall Membership by Grade
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

Fall Membership by Subgroup

2016 Fall Membership By Subgroup: Racial and Ethnic Groups

The Virginia Department of Education annually collects statistics on the number of students enrolled in public schools on September 30.  Student counts are reported by grade assignment, race, ethnicity, disability, English proficiency, and economic status.

The collection of race and ethnicity information as specified by the U.S. Department of Education is required for eligibility for federal education funds and for accountability reports.

A student is reported as economically disadvantaged if he or she meets any one of the following criteria:

  • Is eligible for Free/Reduced Meals;
  • Receives Temporary Assistance for Needy Families;
  • Is eligible for Medicaid; or
  • Is a migrant or is experiencing homelessness.

.

Fall Membership by Subgroup
Subgroup2014-20152015-20162016-2017
All Students860085878500
Female417741654158
Male442344224342
American Indian464135
Asian203214179
Black420742234204
Hispanic400428500
Native Hawaiian369
White311230212883
Two or more races629654690
Students with Disabilities97910441098
Not Students with Disabilities762175437402
Economically Disadvantaged493949944585
Not Economically Disadvantaged366135933915
English Learners239254264
Not English Learners836183338236
Homeless656371
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 StudentsDivision2552351125324
State4978334418270994955151976
FemaleDivision14511331199
State27214151969363301886684
MaleDivision110122813415
State2256919222177361936291292
AsianDivision950000
State45731128821711653
BlackDivision82145923620
State79241059610702191502852
HispanicDivision770081
State47504926291891963260
WhiteDivision145591083
State299881610411585771729709
Two or more racesDivision12191010
State23631474934317495
Students with DisabilitiesDivision222111114
State1022603127091331175105
Economically DisadvantagedDivision64149923019
State959415818159442726451138
English LearnersDivision350050
State1518329526534162683
HomelessDivision<<<<<<
State203616882423757
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

Four-Year Virginia On-Time Graduation Rate

On-Time Graduation Rate Over Time

All Students

The Virginia On-Time Graduation Rate is based on four years of longitudinal student-level data and accounts for student mobility, changes in student enrollment, and local decisions on the promotion and retention of students. The formula also recognizes that some students with disabilities and English learners are allowed more than the standard four years to earn a diploma and are still counted as “on-time” graduates.

Graduates are defined as students who earn an Advanced Studies Diploma, Standard Diploma, Modified Standard Diploma, or Applied Studies Diploma. On-time graduates are students who earn one of these diplomas within four years of entering the ninth grade. Special education students and English learners who have plans in place that allow them more time to graduate are counted as on-time graduates or as non-graduates when they earn a diploma or otherwise exit high school.

Status of Students After Four Years of High School
Students SubgroupStudents in CohortGraduatesOn-Time Graduation RateCompletersCompletion RateCohort DropoutsCohort Dropout Rate
All Students58050186.451388.4539.1
Female2902619026591.4196.6
Male29024082.824885.53411.7
Asian14141001410000
Black29423680.3247843612.2
Hispanic231460.91460.9834.8
White21620594.920695.483.7
Two or more races333297329713
Students with Disabilities523567.34076.91121.2
Economically Disadvantaged27322281.3232853011
English Learners13861.5861.5538.5
Homeless0<<<<<<
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Gap Group 1 = Students with Disabilities, English Language Learners, Economically Disadvantaged Students (unduplicated)
Gap Group 2 = Black Students
Gap Group 3 = Hispanic Students
Unduplicated = Students are able to be in two gap groups

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

Advanced Program Information
Count/Percentage
Program Type2014-20152015-20162016-2017
Advanced Placement Test Taken601 / 24.76%651 / 27.14%634 / 26.24%
Advanced Placement Course Enrollment612 / 25.22%673 / 28.05%668 / 27.65%
Dual Enrollment154 / 6.35%211 / 8.8%171 / 7.08%
Governor’s School Enrollment40 / 1.65%43 / 1.79%42 / 1.74%
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 StudentsDivision49132434
State800255758028
FemaleDivision25317630
State404623112723
MaleDivision23814838
State395632645333
American IndianDivision0<100
State25416535
AsianDivision11109
State5267459213
BlackDivision20512041
State171671128234
HispanicDivision211338
State8077522135
WhiteDivision22116326
State457593374926
Two or more racesDivision301550
State3387249826
Students with DisabilitiesDivision291548
State5663303146
Economically DisadvantagedDivision20511245
State224061294742
English LearnersDivision0<100
State3672225539
LEGEND < = A group below state definition for personally identifiable results. - = no data available for that group This report provides the best available estimates about college enrollment according to the National Student Clearinghouse. For more information, see the answers to Frequently Asked Questions about this report at: http://www.doe.virginia.gov/school_finance/arra/stabilization/reported_data/assurance_c/faq_c11.pdf. Students who attended schools that do not participate in NSC are not included in the number or percent of students enrolled in an IHE. Federally recognized high school diplomas include Standard, Advanced Studies, or International Baccalaureate (IB) diplomas. Most subgroups are based on students' most recent status.

Career & Technical Education

Students Earning One or More CTE Credentials: All Students

Virginia’s 16 career clusters help students investigate careers and design a rigorous and relevant plan of study to advance their career goals. Each career cluster contains multiple pathways that represent a common set of academic, technical and work-place skills. Career pathways lead to credentials that qualify students for a range of career opportunities from entry to professional level. A credential is defined as:

  • State-Issued Professional License, required for entry into a specific occupation as determined by a Virginia state licensing agency;
  • Full Industry Certification, from a recognized industry, trade, or professional association validating essential skills of a particular occupation;
  • Pathway Industry Certification, which may consist of entry-level exams as a component of a suite of exams in an industry certification program leading toward full certification; or
  • Occupational competency assessment, a national standardized assessment of skills/knowledge in a specific career and/or technical area, (NOCTI).

Virginia defines a CTE completer as a student who has met the requirements for a career and technical concentration and all requirements for high school graduation or an approved alternative education program.

Career and Technical Education
Count
2014-20152015-20162016-2017
NOCTI AssessmentsDivision425038
 State397141393623
State LicensuresDivision5127
 State167317901964
Industry CertificationDivision387569603
 State89541100544109590
Workplace ReadinessDivision--34
 State336653077542313
Total Credentials EarnedDivision434631682
 State128850137248157490
Students Earning One or More CredentialsDivision405567635
 State104867109089126113
CTE CompletersDivision197183181
 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 Students520123557246.3%
2014-2015
Number of Test TakersNumber of Tests TakenNumber of Tests with Qualifying ScoresPercentage of Tests Passed
All Students560120347039.1%
2015-2016
Number of Test TakersNumber of Tests TakenNumber of Tests with Qualifying ScoresPercentage of Tests Passed
All Students569119254745.9%
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
61.964.363.8

Statewide Expenditures

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

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

School State - Percentage of Expenditures
 2013-20142014-20152015-2016
Percentage of fiscal year state
operating expenditures for instructional costs
66.867.166.9

Sources of Financial Support and Total Per Pupil Expenditures for Operations

Division Per-Pupil Spending

School divisions report annually on expenditures and appropriations to meet each locality’s required local effort in support of the Standards of Quality and local match requirements for incentive and lottery-funded programs. The amount by which school divisions exceed these required minimums varies based on local decisions and circumstances.

Most state support for public education is equalized to reflect each division’s capacity to support the required educational program. The Composite Index of Local Ability-to-Pay determines state and local shares of Standards of Quality costs for each division and local match requirements for incentive and lottery-funded programs. A portion of state sales tax revenues is distributed in support of public education based on school-age population estimates.

The federal government provides assistance to state and local education agencies in support of specific federal initiatives and mandates, such as instructional services for economically disadvantaged students and students with disabilities.

School Division - Per-Pupil Spending
 Local FundingStateFederal
2013-20144,303.005,197.001,288.00
2014-20154,453.005,644.001,328.00
2015-20165,259.005,529.001,448.00

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 Students7792602231302795060523927378205542532937585692276333
Female3748304111144385031010813837572811231513713330160161
Male4044298120158410029513113540632731301423872362116172
American Indian371010386512941428402
Asian197103220412361984331661422
Black3841304122172390330113112838363011381623713386147185
Hispanic3313388355341115404351717444412632
Native Hawaiian0000183124300000000
White285420877104273720065922763158757926141868179
Two or more races529361816530402028586511927614612031
Students with Disabilities92110338539287433369759140509681184669
Economically Disadvantaged4858449165218488345519521142984161842154377533230253
English Learners2121141247153725711392601999
Homeless13434162618921172811028151711131726
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 Students95.3195.3594.71
Female95.3495.3694.73
Male95.2895.3594.69
American Indian93.5893.6493.76
Asian96.5697.3296.11
Black95.2795.1994.44
Hispanic95.194.5593.63
Native Hawaiian88.9393.1786.93
White95.4395.6395.26
Two or more races94.8195.1694.59
Students with Disabilities94.6194.5193.59
Economically Disadvantaged94.7394.5793.81
English Learners96.0796.0394.53
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 Offenses44
Technology Offenses43
Offenses Against Student108
Offenses Against Staff26
Weapons Offenses24
Property Offenses50
All Other Offenses93
Other Offenses Against Persons603
Disorderly or Disruptive Behavior Offenses1,135
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 Indian0.5351.080.4771.210.4120.78
Asian2.360.322.4920.132.1060.12
Black48.91975.3249.17973.9549.45975.38
Hispanic4.6512.984.9842.435.8824.09
Native Hawaiian0.0350.320.070.1060.06
White36.18612.9435.18113.1633.91811.14
Two or more races7.3147.047.6169.118.1188.43
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 Indian0.5350.4770.412
Asian2.362.4922.106
Black48.9195049.17949.459100
Hispanic4.6514.9845.882
Native Hawaiian0.0350.070.106
White36.1862535.18110033.918
Two or more races7.314257.6168.118
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 Indian0.5350.4770.412
Asian2.362.4922.106
Black48.91949.17949.459
Hispanic4.6514.9845.882
Native Hawaiian0.0350.070.106
White36.18635.18133.918
Two or more races7.3147.6168.118
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 Students61.569.1170.83
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 Students49.7356.0544.15
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 Students75.3673.3361.54
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Teacher Quality

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Student-Teacher Ratio

2015-2016 Grades K-7 Student Teacher Ratio: 9.95 : 1

student 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: 11.92 : 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 icon

Provisionally Licensed Teachers

Provisionally Licensed Teachers
 2015-20162016-2017
Provisional8%8%
Provisional Special Education1%1%
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%--
High Poverty100%--
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
2014-201547%49%1%3%
2015-201649%47%1%3%
2016-201749%47%1%3%
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
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