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General school information

Division: Manassas City Public Schools
Address: P.O. Box 520 Manassas, VA 20110-5700
Superintendent: Dr. Kevin Newman
Region: 4
Division Website (opens new window)
Schools in this Division (opens new window)

Map results may not reflect school division or attendance zone boundaries.

Performance Snapshot

Accountability

Accountability

Assessments

Assessments

Enrollment

Enrollment

College & Career Readiness

College & Career Readiness

Finance

School Finance

Learning Climate

Learning Climate

Teacher Quality

Teacher Quality


Accountability

Accreditation Status

Accreditation ratings are based on the achievement of students on statewide tests taken during the previous academic year, or on achievement during the three most recent academic years. In determining the accreditation rating of a school, adjustments are made to reward schools for the successful remediation of previously failing students. Allowances also are made for certain transfer students and certain English language learners. The benchmark adjusted pass rates for a school to be rated as Fully Accredited are as follows:

  • English 75 percent
  • Mathematics 70 percent
  • Science 70 percent
  • History/Social Science 70 percent

Ratings for high schools also reflect the success of efforts to increase completion and graduation. To be rated as Fully Accredited, a high school must have a Graduation and Completion Index of at least 85 percent. The Graduation and Completion Index awards full credit for students who earn diplomas, and partial credit for high school equivalencies.

In addition, effective with the 2016-2017 school year, schools that meet all requirements for full accreditation for three consecutive years are automatically rated as Fully Accredited for a fourth year.

Total Number of Schools9
Fully Accredited7
Partially Accredited: Reconstituted School1
Conditionally Accredited: New School1

Federal Graduation Indicator

Federal Graduation Indicator: All Students

For federal accountability purposes, Virginia reports a graduation rate known as the Federal Graduation Indicator, which unlike the Virginia On-Time Graduation Rate, does not adjust high school cohorts to account for students’ English language learner or disability status, and only includes Standard Diplomas and Advanced Studies Diplomas in the numerator.

Like the Virginia On-Time Graduation Rate, the Federal Graduation Indicator is an adjusted cohort graduation rate based on cohorts of students who enter ninth grade for the first time; it is adjusted for students who transfer in or transfer out of a high school, school division, or the commonwealth.

Federal Graduation Indicator
Student SubgroupType2014-20152015-20162016-2017
All StudentsDivision807974
 Virginia858687
FemaleDivision798279
 Virginia898990
MaleDivision817669
 Virginia828384
American IndianDivision100<<
 Virginia848481
AsianDivision969088
 Virginia909293
BlackDivision737674
 Virginia797981
HispanicDivision737064
 Virginia767675
Native HawaiianDivision100
 Virginia899292
WhiteDivision929191
 Virginia899091
Two or more racesDivision829183
 Virginia888989
Students with DisabilitiesDivision531258
 Virginia535354
Economically DisadvantagedDivision777171
 Virginia757578
English LearnersDivision7264<
 Virginia676762
Gap Group 2Division737674
 Virginia797981
Gap Group 3Division737064
 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 Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students137360271372592810675733
Female157560251474602611695831
Male127260281271592910665634
American Indian8625438135644449736427
Asian238764132285631524856115
Black10685832116857329696131
Hispanic968593296858326615439
Native Hawaiian<<<<<<<<<<<<
White248864122487631322866414
Two or more races208262181883651717816419
Students with Disabilities144936511147365310403060
Economically Disadvantaged965553596455366585242
English Learners8585042106555356565044
Grade 3 English Reading Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students18735527167155299584942
Female197454261872552810605040
Male16735727146955318554745
American Indian<<<<<<<<<<<<
Asian268963113090601035774223
Black15725728106656346625638
Hispanic16695331156752335494451
Native Hawaiian<<<<<100<0<100<0
White228562152484601616836617
Two or more races248056201481671923745226
Students with Disabilities326331371965453514402660
Economically Disadvantaged17675133136249386514549
English Learners16695331156852326494351
Grade 4 English Reading Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students157257281675592513675433
Female177355271673582714675333
Male137158291576612412675533
American Indian<<<<<100<0<<<<
Asian431005701183721721886713
Black116957311769533110685932
Hispanic11675633137159299615339
White268660142688621229825418
Two or more races408040201987681323775423
Students with Disabilities16473153156449369443556
Economically Disadvantaged9645436136855328605240
English Learners8645636127260288635537
Grade 5 English Reading Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students177457261572572813675433
Female197253281776592414685532
Male157661241469553113675333
American Indian<<<<<<<<<100<0
Asian267852222189681133895611
Black146652341867493316745826
Hispanic11695831106858329625338
Native Hawaiian<<<<<<<<
White37955752886581428815319
Two or more races228765133684481618796121
Students with Disabilities175134491443295716462954
Economically Disadvantaged9645536116554358585142
English Learners8615339106959319625338
Grade 6 English Reading Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students197152291774572612705730
Female227350271574592613736027
Male166953311873552711665534
Asian378548153886481436774123
Black135743431274622611655435
Hispanic11665534126957318665834
White42915093490551026855915
Two or more races208060201676602415816519
Students with Disabilities154833521543285713301770
Economically Disadvantaged12604840106454366625638
English Learners8463854116554356635737
Grade 7 English Reading Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students117564251372592812715929
Female147965211673582714725828
Male87163291070603010716129
American Indian<<<<<100<0
Asian1592778309565525856015
Black117665241264523611705930
Hispanic569643166761338655735
White2792648308454162693677
Two or more races187759232590651013746126
Students with Disabilities1144335664034608413359
Economically Disadvantaged568633296152397615439
English Learners-45455565650445615639
Grade 8 English Reading Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students764573676356377635737
Female664583697061307686132
Male864563665852426585242
Asian7807320862543814867114
Black655484586456366605440
Hispanic559554145652443555245
White148167191785691520866714
Two or more races67671241175642511897811
Students with Disabilities735276552823724343066
Economically Disadvantaged554494635350474524848
English Learners-26267413634641383762
EOC English Reading Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students385821548176195787322
Female390871048278185777123
Male480772058075205797421
American Indian<<<<<<<<<100<0
Asian3878413118474161093837
Black2868414-7676242878513
Hispanic182811827674242686532
White79083109948461491779
Two or more races1292808109081105100950
Students with Disabilities-636337-4747537484252
Economically Disadvantaged278772217473264676433
English Learners-57574316261381454455
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Writing

Writing Performance: All Students

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

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

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

Overall Student Performance: Writing Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students117261281373592714685532
Female137764231679622115735827
Male96758331167573312645136
American Indian<<<<<<<<<100<0
Asian267650242689631135905510
Black10645436107161297595241
Hispanic567623396758337625538
White218262182689621126835817
Two or more races18917391676602435895411
Students with Disabilities743375753529656332767
Economically Disadvantaged561563976256388595141
English Learners344415624947515494451
Grade 8 Writing Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students76154391168573213635037
Female66458361777602317705330
Male7575143660544010564544
Asian135340471510085016897411
Black849415156459367413359
Hispanic358554296253389605140
White167761232386621424795521
Two or more races68276181171612941824118
Students with Disabilities525197542926719201180
Economically Disadvantaged251484955651447524548
English Learners126257443936618585042
EOC Writing Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students158267181678622214735927
Female198970111680642013766324
Male117665241575602514705630
American Indian<<<<<<<<<100<0
Asian32875513328250184791449
Black11786722167963217807320
Hispanic779712197263286635737
White23866214299263826865914
Two or more races2696704238259183095655
Students with Disabilities863553784335573423958
Economically Disadvantaged874662697061309645636
English Learners461573915655442403960
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Math

Math Performance: All Students

Virginia public school students assessed in mathematics in grades 3-8 and at the end of the following secondary mathematics courses: Algebra I, Geometry, and Algebra II. Use the drop down menu above the chart to select a specific mathematics test. Use the menu below the chart to select assessment results for a specific group of students.

The content of the Standards of Learning for mathematics supports the following five goals for students: becoming mathematical problem solvers, communicating mathematically, reasoning mathematically, making mathematical connections, and using mathematical representations to model and interpret practical situations.

Throughout a student’s mathematics schooling from kindergarten through grade eight, specific content strands or topics are included. These content strands are Number and Number Sense; Computation and Estimation; Measurement; Geometry; Probability and Statistics; and Patterns, Functions, and Algebra. The Standards of Learning for each strand progress in complexity at each grade level and throughout the high school courses.

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

Overall Student Performance: Math Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students147864221274622611685732
Female148066201275632511695831
Male157762231273602711675633
American Indian65650445767124-636338
Asian33946062989611126855915
Black1072622876861328655735
Hispanic1175642597162298645636
Native Hawaiian<<<<<<<<<<<<
White258964112285631521836217
Two or more races198464162284621620755625
Students with Disabilities1051414994536559393061
Economically Disadvantaged1073632796860327615439
English Learners8696131106758337595141
Grade 3 Mathematics Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students15745926156953318595141
Female13736027136653347585142
Male17745726177154299615239
American Indian<<<<<100<0<100<0
Asian42894711249571523886512
Black15705530156550354585442
Hispanic13705730126452365524848
Native Hawaiian<<<<<100<0<100<0
White218867122683571719785922
Two or more races128472162275532513725928
Students with Disabilities134734531547325312402860
Economically Disadvantaged11695831116252385534847
English Learners10695831116655346544846
Grade 4 Mathematics Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students238259181877592315644936
Female238259181676592412635038
Male238158192079592117654835
American Indian<<<<<100<0<100<0
Asian529543533946162892648
Black147055301066553410594941
Hispanic208060201575602511594841
White35935973387541327795121
Two or more races409050102687611323694631
Students with Disabilities96152391550355013443256
Economically Disadvantaged17765924147258289564644
English Learners167862221676602412614939
Grade 5 Mathematics Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students248257182177562322725028
Female258055202182611822755325
Male248359172072522823704730
American Indian<100<0<100<0<100<0
Asian48964845683281735905510
Black21785722867593322694731
Hispanic177861221773562717695231
Native Hawaiian<100<0<<<<
White4393507329260843813819
Two or more races528735133288561230805020
Students with Disabilities145743431551364915463154
Economically Disadvantaged167661241570553016665034
English Learners107666241673572716685332
Grade 6 Mathematics Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students228159192286631412726028
Female228563152284621612766424
Male237755232287651311675633
Asian37965944890431040905010
Black13796621158671147665934
Hispanic14766224168367178675933
White4892458439451618887013
Two or more races338753133288561229795021
Students with Disabilities165439461363503712342266
Economically Disadvantaged15766124137966216645836
English Learners4625738148168196645836
Grade 7 Mathematics Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students1165543556055409564844
Female10695931662563810554645
Male1260484045753438574943
American Indian<<<<<<<<
Asian40905010779712129643636
Black1357444366054406575143
Hispanic961523925553457514449
White208565151074642617806220
Two or more races-7373272965353512594741
Students with Disabilities14443056829217112291671
Economically Disadvantaged657514345248486484252
English Learners138376314544555474253
Grade 8 Mathematics Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students469653126057402535247
Female270683026563353595641
Male669623125553451484752
Asian<<<<<<<<-828218
Black77063304555145-595941
Hispanic368653215655442484752
White97667245767124-656535
Two or more races<<<<108171199736427
Students with Disabilities1038286363832623211879
Economically Disadvantaged467633315554451464554
English Learners-51514924443561393861
Algebra I Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students478742217473264837917
Female580762017977215837817
Male476732417069304837917
American Indian<<<<<<<<<<<<
Asian9958656948961994756
Black-717129-7070302757325
Hispanic275722517271283827918
Native Hawaiian<100<0
White109080102797721891839
Two or more races68378177938771193827
Students with Disabilities-464654-4040601595741
Economically Disadvantaged272692817171293807720
English Learners1616039-6464362757425
Geometry Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students689821177771236746826
Female689831167771236757025
Male788811277770236736727
American Indian<<<<<<<<<<<<
Asian2396734269568516846816
Black283811727371276655935
Hispanic589841137370273726928
White88981111685691515877213
Two or more races5868114109080109736427
Students with Disabilities-636338-4242583403660
Economically Disadvantaged487841347268283726928
English Learners482781815756432565444
Algebra II Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students168973111283721718816219
Female118675141183721721805920
Male20917091284711616816619
Asian32956353390571035754025
Black4837817974662617836717
Hispanic11897811684771611786822
White248966111685681533885512
Two or more races13877313209373727734727
Students with Disabilities25815619<<<<-292971
Economically Disadvantaged10847416776702411766524
English Learners389861137370275625738
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Science

Science Performance: All Students

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

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

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

Overall Student Performance: Science Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students973642787264289726328
Female770643087163297706330
Male11756425972642810736427
American Indian134431568625438<<<<
Asian219069102386641420876713
Black872642856862324716729
Hispanic565603546561355666134
Native Hawaiian<<<<<100<0<<<<
White1893747209172919897011
Two or more races178770131586711419836417
Students with Disabilities848415254438564403660
Economically Disadvantaged563583746258385645936
English Learners248465235451463535047
Grade 5 Science Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students197052301270583011705930
Female14675333157257289695931
Male237351271068583213715829
American Indian<<<<<<<<<100<0
Asian368852124483391720856515
Black137764231067573312726028
Hispanic1061513956559359655735
Native Hawaiian<<<<<<<<
White43924983088571323856215
Two or more races398748132773462713816819
Students with Disabilities22512949144329579393061
Economically Disadvantaged961513966155397635637
English Learners655504576357377645736
Grade 8 Science Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students671642966155396666034
Female567623366055404666334
Male774672676255388665834
Asian198869131479642113837117
Black67568255544946-676733
Hispanic364613635249483585542
White138674141787701314887413
Two or more races12827118782751822896711
Students with Disabilities540356053631645373263
Economically Disadvantaged362593835249484575343
English Learners-353565-3131692444256
Biology Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students871632967568258726428
Female669633167367277716429
Male973642767670249736327
American Indian<<<<<100<0<<<<
Asian2986571416978132193717
Black1169583137571252706830
Hispanic562583826764335666234
White1291809189173919896911
Two or more races1388751311958453192628
Students with Disabilities2464354-5252482383662
Economically Disadvantaged460564026462364635937
English Learners14039601515149-424258
Chemistry Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students792848149480611877613
Female592878109484610867614
Male991829189577512887612
American Indian<100<0
Asian15968143085551522856315
Black9887912111008908877913
Hispanic28785138928487878013
Native Hawaiian<<<<
White1199871209979116867014
Two or more races1110089017927581794786
Students with Disabilities1482681818826418-383863
Economically Disadvantaged489851189083105847916
English Learners-8484166868014-707030
Earth Science Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students470653057166296706430
Female366643436865327655835
Male673672777466266756925
American Indian<<<<<<<<<<<<
Asian119382798273182592678
Black359564126765332676533
Hispanic263613746562352636237
White129583512948262197773
Two or more races67872221410086021715029
Students with Disabilities24643541444356-464654
Economically Disadvantaged261593936159393625938
English Learners-44445614847521454455
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

History

History Performance: All Students

Virginia public school students are assessed in history and social science following instruction in Virginia Studies in elementary school, Civics and Economics in middle school, and at the conclusion of the following secondary courses: World History and Geography to 1500, World History and Geography 1500 to the Present, World Geography, and Virginia and U.S. History. Use the drop down menu above the chart to select a specific history or social science test. Use the menu below the chart to select assessment results for a specific group of students.

Virginia’s History and Social Science Standards of Learning are designed to

  • develop the knowledge and skills of history, geography, civics, and economics that enable students to place the people, ideas, and events that have shaped our state and our nation in perspective;
  • instill in students a thoughtful pride in the history of America through an understanding that what “We the People of the United States” launched more than two centuries ago was not a perfect union, but a continual effort to build a “more perfect” union, one which has become the world’s most successful example of constitutional self-government;
  • enable students to understand the basic values, principles, and operation of American constitutional democracy;
  • prepare students for informed, responsible, and participatory citizenship;
  • develop students’ skills in debate, discussion, and writing; and
  • provide students with a framework for continuing education in history and the social sciences.

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

Overall Student Performance: History Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students188062201577622315756125
Female157863221274622612736127
Male218262181779622117786122
American Indian-444456<<<<-404060
Asian3594596249066102692668
Black127259281273612712746326
Hispanic147763231172612810706030
Native Hawaiian<<<<<<<<<100<0
White26926682690641025896411
Two or more races278558151784671621805820
Students with Disabilities858494264943519473853
Economically Disadvantaged137360271069593110685832
English Learners126654341465513510615039
VA & US History Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students118372171483691711786722
Female781741978073208736527
Male158570152085651515836817
American Indian<<<<<100<0
Asian2093737218463161093837
Black7817519217958219817219
Hispanic778712287971217706330
Native Hawaiian<<<<
White189376724936972691659
Two or more races219675411837217694886
Students with Disabilities6726628145946414484552
Economically Disadvantaged777702387566256676133
English Learners158574236460361535147
World History I Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students869613166964317706430
Female668623246359375686332
Male1070593077567259736427
American Indian<100<0<<<<<<<<
Asian339763320705030991829
Black2535247-6969313696631
Hispanic460564046661346645836
White1791749158672141494806
Two or more races676712478073208756725
Students with Disabilities437336345146494403660
Economically Disadvantaged457544336058405625838
English Learners239376125352473504850
World History II Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students880732097364278736527
Female776702466962314676433
Male98475161177662312786622
Asian218664142110079029865714
Black470653047066302767424
Hispanic378752266559355686332
White14927881586711416877113
Two or more races297143291479642114796421
Students with Disabilities356534433834626383163
Economically Disadvantaged573682846157394696532
English Learners363603824846521504950
Geography Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students23100770151008501698822
Female-100100081009201697813
Male<100<02610074015100850
Asian<100<0<100<0<100<0
Black<100<0<100<0<<<<
Hispanic<100<0111008906100940
White<100<03710063013100880
Two or more races<100<0<100<0<100<0
Economically Disadvantaged<100<017100830-1001000
English Learners<100<0<100<0<100<0
Civics & Econ Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students21836217870623016765924
Female15796421970613015756025
Male25866114770633018775923
American Indian<<<<<<<<
Asian47874013259267829906210
Black18806220673672717735627
Hispanic1581651936259389716229
White34935972089691133905610
Two or more races338350171479642131815019
Students with Disabilities5494451-38386210483852
Economically Disadvantaged15786322362593812685732
English Learners258564224139592585642
VA Studies Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students378548153787501331784622
Female358347173383511728774923
Male388748134190491034784422
American Indian<<<<<100<0<<<<
Asian58100420501005004595505
Black266943312870423023735027
Hispanic338553153488541229774823
White5691369559338838814219
Two or more races478942113290581030734227
Students with Disabilities156651341570553018614239
Economically Disadvantaged298152192982531823714829
English Learners288456163588531231794821
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: 86.02 State: 90.38Division: State:Division: State:

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

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

Enrollment

Fall Membership by Grade

Grade2015-20162016-20172017-2018
Pre-kindergarten225273278
Kindergarten581575618
Grade 1646568589
Grade 2614628584
Grade 3608615619
Grade 4617604598
Grade 5578607599
Grade 6534569614
Grade 7528517562
Grade 8501543536
Grade 9605574632
Grade 10525608556
Grade 11559529585
Grade 12484503450
Total Students7,6057,7137,820
Fall Membership by Grade
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

Fall Membership by Subgroups

2017 Fall Membership By Subgroup: Racial and Ethnic Groups

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

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

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

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

.

Fall Membership by Subgroup
Subgroup2015-20162016-20172017-2018
All Students760577137820
Female364537263787
Male396039874033
American Indian584331
Asian302287281
Black919851840
Hispanic460548415024
Native Hawaiian10911
White140113091245
Two or more races310373388
Students with Disabilities986927943
Not Students with Disabilities661967866877
Economically Disadvantaged403237224833
Not Economically Disadvantaged357339912987
English Learners322636653823
Not English Learners437940483997
Homeless224566
Military Connected326386
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 StudentsDivision2242121167046
State4978334419271095854981970
FemaleDivision126100212513
State27214151999363331873682
MaleDivision98112954533
State2256919220177462536251288
American IndianDivision<<<<<<
State123127114274
AsianDivision1691001
State45731128821711553
BlackDivision23251089
State79241059810702211500849
HispanicDivision97115665726
State47504926292891961258
Native HawaiianDivision<<<<0<
State62634043
WhiteDivision71473048
State299871610411585831717709
Two or more racesDivision16120002
State23641473934417494
Students with DisabilitiesDivision74511099
State1022603427101341173104
Economically DisadvantagedDivision6698243215
State959515820159443026401137
English LearnersDivision2975524620
State1518329526534162581
HomelessDivision<<<<0<
State203616882523657
Foster CareDivision<<<<0<
State4413725104724
Military ConnectedDivision<<<<0<
State175295542122029
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

Four-Year Virginia On-Time Graduation Rate

On-Time Graduation Rate Over Time

All Students

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

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

Status of Students After Four Years of High School
Students SubgroupStudents in CohortGraduatesOn-Time Graduation RateCompletersCompletion RateCohort DropoutsCohort Dropout Rate
All Students56944778.645379.67012.3
Female26722885.422985.8259.4
Male30221972.522474.24514.9
American Indian0<<<<<<
Asian272696.32696.300
Black664974.24974.2812.1
Hispanic30721871224735718.6
Native Hawaiian0<100<10000
White133121911219143
Two or more races302893.32893.300
Students with Disabilities816377.86377.8911.1
Economically Disadvantaged21716676.517078.33214.7
English Learners17710961.611162.74626
Homeless0<<<<00
Foster Care0<100<10000
Military Connected0<100<10000
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Gap Group 1 = Students with Disabilities, English Language Learners, Economically Disadvantaged Students (unduplicated)
Gap Group 2 = Black Students
Gap Group 3 = Hispanic Students
Unduplicated = Students are able to be in two gap groups

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

Advanced Program Information
Count/Percentage
Program Type2014-20152015-20162016-2017
Advanced Placement Test Taken -328 / 15.09%373 / 16.85%
Advanced Placement Course Enrollment -337 / 15.51%382 / 17.25%
Dual Enrollment -132 / 6.07%149 / 6.73%
Governor’s School Enrollment -17 / .78%12 / .54%
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 StudentsDivision41925240
State800295758128
FemaleDivision20013035
State404633112723
MaleDivision21912244
State395662645433
American IndianDivision0<100
State25416535
AsianDivision26248
State5267459213
BlackDivision452349
State171681128234
HispanicDivision1808652
State8078522135
WhiteDivision14710827
State457613375026
Two or more racesDivision201050
State3387249826
Students with DisabilitiesDivision0<100
State5663303146
Economically DisadvantagedDivision1547750
State224091294842
English LearnersDivision1224861
State5212340435
LEGEND < = A group below state definition for personally identifiable results. - = no data available for that group This report provides the best available estimates about college enrollment according to the National Student Clearinghouse. For more information, see the answers to Frequently Asked Questions about this report at: http://www.doe.virginia.gov/school_finance/arra/stabilization/reported_data/assurance_c/faq_c11.pdf. Students who attended schools that do not participate in NSC are not included in the number or percent of students enrolled in an IHE. Federally recognized high school diplomas include Standard, Advanced Studies, or International Baccalaureate (IB) diplomas. Most subgroups are based on students' most recent status.

Career & Technical Education

Students Earning One or More CTE Credentials: All Students

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

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

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

Career and Technical Education
Count
2014-20152015-20162016-2017
NOCTI AssessmentsDivision---
 State-41393623
State LicensuresDivision--11
 State-17901964
Industry CertificationDivision-400560
 State-100544109590
Workplace ReadinessDivision-246300
 State-3077542313
Total Credentials EarnedDivision-646871
 State-137248157490
Students Earning One or More CredentialsDivision-479535
 State-109089126113
CTE CompletersDivision-204157
 State-4240440516
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

Advanced Placement Participation and Achievement

AP Achievement
2013-2014
Number of Test TakersNumber of Tests TakenNumber of Tests with Qualifying ScoresPercentage of Tests Passed
All Students33561925040.4%
2014-2015
Number of Test TakersNumber of Tests TakenNumber of Tests with Qualifying ScoresPercentage of Tests Passed
All Students35864125139.2%
2015-2016
Number of Test TakersNumber of Tests TakenNumber of Tests with Qualifying ScoresPercentage of Tests Passed
All Students31951221241.4%
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

School Finance

Percentage of Expenditures

Division Expenditures

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

  • Smaller school divisions may have similar administrative and support costs as larger divisions but these non-instructional costs are spread over a smaller expenditure base.
  • Geographically large but sparsely populated school divisions may have higher per-pupil transportation costs because of travel distances and mountainous topography.
  • Divisions with large populations of at-risk or special needs students must provide support services that are required or that raise student achievement.
School Division - Percentage of Expenditures
 2013-20142014-20152015-2016
Percentage of fiscal year division
operating expenditures for instructional costs
68.669.268.6

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
2013-20146,139.005,871.00719.00
2014-20156,384.006,166.00751.00
2015-20166,125.006,176.00735.00

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 Students6888457173237667552225038768114982404186914586229430
Female324423889121318225712218832772471211923308300101225
Male364321984116349326512819935342511192263606286128205
American Indian22511522345031632402
Asian3041203287167328610652711138
Black897822950797574381803603176748533375
Hispanic383125193126393329613821741203211652444324397144277
Native Hawaiian00009010920010000
White15128842421326117496212778226621177873646
Two or more races3121981527134920266201125352341322
Students with Disabilities948703453810713481796704496811963194
Economically Disadvantaged4052321117164379532515923138623151642613950363145301
English Learners3129196717530301908512731022301041463571297101208
Homeless8471215557327441262852211023
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Attendance Rate

Attendance Rate: All Students

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

Attendance Rate
Subgroup2015-20162016-20172017-2018
All Students94.549493.66
Female94.4993.8493.63
Male94.5894.1493.7
American Indian93.3394.4795.53
Asian96.2196.195.52
Black94.3393.8193.89
Hispanic94.3393.793.35
Native Hawaiian94.9895.6793.03
White95.0994.7294.24
Two or more races94.2694.0293.93
Students with Disabilities92.9192.3691.49
Economically Disadvantaged94.1993.4893.37
English Learners94.6593.8793.5
Foster Care88.2491.72
Military Connected95.2596.2695.94
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 Offenses35
Technology Offenses<
Offenses Against Student49
Offenses Against Staff11
Weapons Offenses20
Property Offenses18
All Other Offenses<
Other Offenses Against Persons220
Disorderly or Disruptive Behavior Offenses236
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 Indian0.7620.7630.780.5580.4
Asian4.040.273.9711.183.7210.8
Black12.25327.1512.08423.7311.03321.8
Hispanic58.38753.2360.5526062.76462.2
Native Hawaiian0.1340.270.1310.117
White20.14411.8318.4229.0216.97110.4
Two or more races4.287.264.0765.294.8364.4
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 Indian0.7620.7630.558
Asian4.043.9713.721
Black12.2535012.08433.3311.03316.67
Hispanic58.38737.560.55233.3362.76466.67
Native Hawaiian0.1340.1310.117
White20.14418.42216.971
Two or more races4.2812.54.07633.334.83616.67
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 Indian0.7620.7630.558
Asian4.043.9713.721
Black12.2534012.08411.033
Hispanic58.3874060.55266.6762.764100
Native Hawaiian0.1340.1310.117
White20.14418.42216.6716.971
Two or more races4.28204.07616.674.836
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 Students57.4359.2757.28
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 Students42.2539.4839.42
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 Students80.9276.4970.17
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: 12.65 : 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: 13.09 : 1

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

Provisionally Licensed Teachers

Provisionally Licensed Teachers
 2015-20162016-2017
Provisional Special Education1%2%
Provisional9%7%
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%2%2%
High Poverty-2%1%
Low Poverty---
State
All Schools100%1%1%
High Poverty100%2%2%
Low Poverty100%1%1%
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

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

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

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

Teacher Educational Attainment

Teacher Educational Attainment: 2016-2017

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

Teacher Educational Attainment
 Bachelor's DegreeMaster's DegreeDoctoral DegreeOther
2015-201633%64%1%2%
2016-201734%62%1%3%
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
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