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General school information

Division: Manassas Park City Public Schools
Address: One Park Center Ct Ste A Manassas Park, VA 20111-2395
Superintendent: Dr. C. Bruce McDade
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 Schools4
Fully Accredited4

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 StudentsDivision828179
 Virginia858687
FemaleDivision878684
 Virginia898990
MaleDivision777774
 Virginia828384
American IndianDivision100
 Virginia848481
AsianDivision87100100
 Virginia909293
BlackDivision897868
 Virginia797981
HispanicDivision767673
 Virginia767675
WhiteDivision849087
 Virginia899091
Two or more racesDivision<6481
 Virginia888989
Students with DisabilitiesDivision455863
 Virginia535354
Economically DisadvantagedDivision777371
 Virginia757578
English LearnersDivision6371
 Virginia676762
Gap Group 2Division897868
 Virginia797981
Gap Group 3Division767673
 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 Students147158291171602915746026
Female167559251275632515776123
Male126856321068573214725828
American Indian<100<0<<<<<100<0
Asian26866014208969113194636
Black137460261170593015776223
Hispanic7645736765583511695831
White228160191981621922846116
Two or more races226846321572572816715529
Students with Disabilities8372963836286415513649
Economically Disadvantaged8625538763563710695831
English Learners5534947755494511665534
Grade 3 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students136551351164543619715229
Female166953311168563217755825
Male116050401060504021674633
American Indian<100<0<<<<<100<0
Asian1676602436935775092428
Black14645036450465018826418
Hispanic9615239858504220664634
White227148291780642014806520
Two or more races<<<<663563810675733
Students with Disabilities173417661141305931633138
Economically Disadvantaged9605140856484417644736
English Learners106251381062523821694831
Grade 4 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students106252381464503617735627
Female96253381770543016755825
Male106151391259484118715329
American Indian<100<0<100<0<100<0
Asian38100620177861225092428
Black4625838296233384615739
Hispanic35552451261503913665334
White217957211673572726896311
Two or more races274013601050405013806720
Students with Disabilities143319672750235034693431
Economically Disadvantaged35754431258464212665434
English Learners45551451158474216705430
Grade 5 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students116756331666503415745926
Female147359271666503418776023
Male86153391665503512715929
Asian15756025291007101895775
Black187355271660444032804820
Hispanic4575343763553711695831
White188164194373302816816519
Two or more races267447262157364318644536
Students with Disabilities443395752924718473953
Economically Disadvantaged758514285951419696031
English Learners2494751660544011716029
Grade 6 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students187254281374612618715329
Female217857221380672015715629
Male166751331368543221725028
Asian538733131090801057100430
Black207050301481671916766024
Hispanic10645436866583411685732
White248359172184641633774423
Two or more races<<<<3181501933582542
Students with Disabilities8271973-43435717422558
Economically Disadvantaged11615039966583411685732
English Learners3444156451474910675733
Grade 7 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students197758231178672211786722
Female258358171182711813796621
Male15725828107464269766724
Asian29815219448844131695795
Black19907110576712413796721
Hispanic1270583047167296716529
White308252181689721119866714
Two or more races2791649<<<<21866414
Students with Disabilities74236586272173-464654
Economically Disadvantaged1370573036764337726428
English Learners346435444238583666234
Grade 8 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students147258281070603015735827
Female157459261575602516766024
Male13715729666603415715729
Asian29946561085751529885912
Black18755725982741811726128
Hispanic6666034761533910685732
White228159192077572324815719
Two or more races18533547-91919<<<<
Students with Disabilities7292171-2626746261974
Economically Disadvantaged7595241761543910665634
English Learners242405833734637514549
EOC English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students985761548581159817219
Female10857515387841313847116
Male985761548379175787322
Asian1796794-10010002095755
Black-777723581761913847216
Hispanic479752118382171767524
White1793767988791223886512
Two or more races18887112<<<<<<<<
Students with Disabilities452484873831624635937
Economically Disadvantaged475712527976213777423
English Learners-646436-595941-565644
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 Students177861221476622419745526
Female208262182281581925805420
Male14735927772652813685532
Asian46924682686601453893611
Black137260281474602630784822
Hispanic670643077164298675933
White258964112785571528815219
Two or more races267146291486711429865714
Students with Disabilities424207633128694322968
Economically Disadvantaged766593476558359665734
English Learners151494924442562484752
Grade 8 Writing Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students147360271571562918715329
Female198263182679532125765124
Male8655735664583611675633
Asian408747131580652053883512
Black126958311771542929653535
Hispanic463593786355377686032
White218968113280472026754925
Two or more races17614439892838<<<<
Students with Disabilities-1717833201880-272773
Economically Disadvantaged661553975953418686032
English Learners-37376323028702575543
EOC Writing Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students218362171382691820755625
Female218261181982631825835717
Male20836217882741815695431
Asian5096464409353753893711
Black14766224977682330855515
Hispanic876692457873228665834
White299060102389661131875613
Two or more races35824718<<<<<<<<
Students with Disabilities831236934542558383162
Economically Disadvantaged8726428873662710645536
English Learners263613725856422393861
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 Students167660241577622313756125
Female167862221579642113756225
Male167458261575602514746026
American Indian<100<0<100<0<<<<
Asian35875213379154936905410
Black167863221777602311726228
Hispanic971632997263288716429
White258256182287641325825718
Two or more races217352271974552617725528
Students with Disabilities944355674942517433657
Economically Disadvantaged971632997263288726328
English Learners765583576458368696231
Grade 3 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students7645736136652348605240
Female5716629116352375595441
Male105848421568533211615039
American Indian<100<0<100<0<<<<
Asian464603643935073192628
Black247148291250385014675233
Hispanic660544095647444544946
White97667241782651813675433
Two or more races<<<<198869135676233
Students with Disabilities729217143733636322668
Economically Disadvantaged561563955651445544946
English Learners560554096253386585142
Grade 4 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students207857231871532916644736
Female177659241674582613594641
Male237955211968493220694931
Asian641003602674482625835817
Black15735827299062105555045
Hispanic13766324146652349554545
White318655142382591835844816
Two or more races295021501060504027734727
Students with Disabilities10433357134027609281972
Economically Disadvantaged137663241164533610554545
English Learners137663241164523613604740
Grade 5 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students167155291765483515705530
Female167154291564503615725728
Male157156291966473415675333
Asian158570156410036018826418
Black23684532456524428684032
Hispanic11635237863553710685732
White238158193873352826744826
Two or more races16796321364375710605040
Students with Disabilities11392961524197611322168
Economically Disadvantaged962533896153398645736
English Learners5565144861533910675733
Grade 6 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students33946162190681022876513
Female3496624229371720866714
Male33925982187661323886512
Asian711002901510085079100210
Black2990621036915598857715
Hispanic18917391687711312897611
White5198472339561546823618
Two or more races<100<01882651833754225
Students with Disabilities21745326470653017382163
Economically Disadvantaged20927381586721416887212
English Learners12857415277742314907610
Grade 7 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students57166298615239-656535
Female6847716-656535-636337
Male565603511594841-666634
Asian<<<<<100<0<100<0
Black-909010<<<<<<<<
Hispanic46864325585342-676733
White11675633<<<<-555545
Two or more races<100<0<<<<<<<<
Students with Disabilities946375415422758-484852
Economically Disadvantaged77265286585242-636337
English Learners4686432-474753-656535
Grade 8 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students1092828885771510908010
Female119584568781131091829
Male9908110983741711897811
Asian1010090027916496100940
Black1110089048783136787222
Hispanic890821068276188898111
White199474689082102195745
Two or more races-909010<100<0<<<<
Students with Disabilities1057484356863323615839
Economically Disadvantaged10918197837517792858
English Learners985751577467262888612
Algebra I Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students147864221478642212827018
Female188163191984651612897711
Male117665241073632712766324
Asian4393507599132947894211
Black15796421118271186908410
Hispanic772652867366278797121
White238664142487631318866814
Two or more races198163191375632520907010
Students with Disabilities3413859-4848522666334
Economically Disadvantaged670633077366278837517
English Learners157564326260385726628
Geometry Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students177659241586721414715829
Female187658241887691317735527
Male157661241286741410706030
Asian45955053110069053893711
Black87365272387651312645236
Hispanic471672978274183666334
White32845216239168928845616
Two or more races<<<<1393807<<<<
Students with Disabilities-2323775534747-232377
Economically Disadvantaged468643297870226635837
English Learners352484826260381535247
Algebra II Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students135845421581661912786622
Female116151391487721315786322
Male14544046157560259776923
Asian538229183585501533875313
Black11685832247652248756725
Hispanic351474957771233736927
White17574043169175919897011
Two or more races<<<<<<<<27734527
Students with Disabilities-171783-4545559453655
Economically Disadvantaged4524848118271188777023
English Learners533296746763333625938
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 Students6686132977682310756425
Female7665934878702212776523
Male6696331975662510736427
American Indian<100<0<100<0<100<0
Asian1489761121917092694686
Black7655835779722110857515
Hispanic258564236865324666334
White13826918189174924876313
Two or more races46865321374602615806520
Students with Disabilities234326645349472454455
Economically Disadvantaged258554237066303656135
English Learners139386115453462575543
Grade 5 Science Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students6645936106757339726328
Female663563786456369766724
Male5666134137058309685932
Asian5807520509343718866814
Black959504186860328645636
Hispanic352494836360376686232
White118271182380582019816319
Two or more races5847916215029508837517
Students with Disabilities439366152924713393761
Economically Disadvantaged255534546056405666134
English Learners143425726058406686332
Grade 8 Science Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students10736227979702115766124
Female10736327981711914786422
Male11726128877692316745926
Asian241007605959154194536
Black1277652311918091194836
Hispanic460564046663344676333
White188668142088681232865414
Two or more races66559358100920<<<<
Students with Disabilities42925715514649-353565
Economically Disadvantaged560554047369273666334
English Learners-343466-4242581535247
Biology Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students8625438675692510726228
Female9615339579742110726228
Male762563867266289726328
American Indian<100<0
Asian28835617218968111695795
Black465623567872221094846
Hispanic-48485226664342615839
White20846516109585528845616
Two or more races<<<<1163533720907010
Students with Disabilities-242476-5050505504550
Economically Disadvantaged148475226865322615839
English Learners-232377-494951-414159
Chemistry Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students477732318957751691749
Female575702519977831991729
Male2797721169376713907710
Asian-929282490671035100650
Black-71712949288821100790
Hispanic176742410968547857815
White978692233986422393707
Two or more races<<<<<100<0<<<<
Students with Disabilities<<<<<<<<<<<<
Economically Disadvantaged18079207938778827418
English Learners-616139991839-777723
Earth Science Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students261593917270282656335
Female2525148-7777235635837
Male269683136866321676633
Asian<100<0<<<<<100<0
Black7433657-505050-727228
Hispanic1595841-646436-565644
White-7272286948867878013
Two or more races<<<<<100<0<<<<
Students with Disabilities-363664-737327-555545
Economically Disadvantaged2524948-656535-565644
English Learners2434057-464654-515149
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 Students207959212182611821785722
Female177559252083631721765624
Male238359172181601921805920
American Indian<100<0<100<0<100<0
Asian479649434915794895475
Black178568152581561925815519
Hispanic127261281277652312705930
White32865414349157934905610
Two or more races187759232086661423866314
Students with Disabilities850435096859324555145
Economically Disadvantaged127259281377642312715929
English Learners9635437865563510625238
VA & US History Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students158368171689731120795921
Female147864221387751321846416
Male168973111990711020755525
Asian35956054010060035905510
Black-797921178367173093637
Hispanic87667241185751511716029
White23906710229471638895111
Two or more races1994756<100<0<<<<
Students with Disabilities-3636649736427-505050
Economically Disadvantaged7766824983751713725928
English Learners555504547470263545146
World History I Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students25876313<<<<<100<0
Female21846316
Male2891629<<<<<100<0
Asian63100380
Black25100750<<<<<100<0
Hispanic13816819<100<0
White3492588<<<<<100<0
Two or more races28785022
Students with Disabilities11756425<<<<
Economically Disadvantaged15816619<<<<<100<0
English Learners5736827<100<0
World History II Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students176447361978602223795621
Female146248381680642025805520
Male206646342176552421795821
American Indian<100<0
Asian48904310351006504794476
Black177357271777602334794521
Hispanic10554545969613113715929
White2876482438925483294626
Two or more races<<<<12827118<100<0
Students with Disabilities-31316946562359595041
Economically Disadvantaged11544346971622915695431
English Learners328257225149497564944
Civics & Econ Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students<100<0299162928906310
Male<100<0258762132592678
Asian<100<0309565565100350
VA Studies Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students238260182176552424745026
Female177759232275532518685032
Male278760132077572331825118
Asian50100500357843225092428
Black198567152773452713574343
Hispanic138268181474602617685132
White468337173586511437875013
Two or more races156246383070403027876013
Students with Disabilities16473253667613311534247
Economically Disadvantaged148066201573572717654935
English Learners158166191471572921715029
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: 87.76 State: 90.38Division: State:Division: State:

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

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

Enrollment

Fall Membership by Grade

Grade2015-20162016-20172017-2018
Pre-kindergarten508895
Kindergarten257252267
Grade 1298253265
Grade 2254318262
Grade 3278267306
Grade 4282279276
Grade 5252280289
Grade 6279258279
Grade 7230274265
Grade 8271230286
Grade 9345336319
Grade 10244323283
Grade 11216238262
Grade 12187192269
Total Students3,4433,5883,723
Fall Membership by Grade
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

Fall Membership by Subgroup

2017 Fall Membership By Subgroup: Racial and Ethnic Groups

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

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

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

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

.

Fall Membership by Subgroup
Subgroup2015-20162016-20172017-2018
All Students344335883723
Female165117081772
Male179218801951
American Indian566
Asian235212219
Black330338360
Hispanic192321312306
Native Hawaiian422
White754710631
Two or more races192189199
Students with Disabilities396421435
Not Students with Disabilities304731673288
Economically Disadvantaged185619932272
Not Economically Disadvantaged158715951451
English Learners140317481804
Not English Learners204018401919
Homeless91644
Military Connected127664
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 StudentsDivision1179772183
State4978334421271095754971971
FemaleDivision65413271
State27214152009363331873682
MaleDivision525640112
State2256919221177462436241289
AsianDivision1310000
State45731128821711553
BlackDivision11101001
State79241059810702201500851
HispanicDivision536421151
State47504926292891961258
WhiteDivision37204131
State299871610611585831716708
Two or more racesDivision<<<<0<
State23641473934417494
Students with DisabilitiesDivision2177000
State1022603527101341172104
Economically DisadvantagedDivision45565080
State959515820159442926401138
English LearnersDivision144421140
State1518329526534162581
HomelessDivision<<<<0<
State203616882523657
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

Four-Year Virginia On-Time Graduation Rate

On-Time Graduation Rate Over Time

All Students

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

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

Status of Students After Four Years of High School
Students SubgroupStudents in CohortGraduatesOn-Time Graduation RateCompletersCompletion RateCohort DropoutsCohort Dropout Rate
All Students24422190.622391.4187.4
Female11910991.611193.375.9
Male12511289.611289.6118.8
Asian14141001410000
Black232295.72295.700
Hispanic13611987.512088.21511
White666192.46293.934.5
Two or more races0<100<10000
Students with Disabilities26261002610000
Economically Disadvantaged114106931069387
English Learners7560806181.31418.7
Homeless0<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 Taken198 / 21.66%168 / 16.94%240 / 22.04%
Advanced Placement Course Enrollment208 / 22.76%229 / 23.08%245 / 22.5%
Dual Enrollment43 / 4.7%45 / 4.54%54 / 4.96%
Governor’s School Enrollment10 / 1.09%10 / 1.01%4 / .37%
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 StudentsDivision17111036
State800275758028
FemaleDivision816223
State404623112723
MaleDivision904847
State395652645333
AsianDivision10<100
State5267459213
BlackDivision211529
State171681128234
HispanicDivision764541
State8078522135
Native HawaiianDivision0<100
State1147336
WhiteDivision563734
State457593374926
Two or more racesDivision0<100
State3387249826
Students with DisabilitiesDivision14<100
State5663303146
Economically DisadvantagedDivision653842
State224071294742
English LearnersDivision482744
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---
 State397141393623
State LicensuresDivision---
 State167317901964
Industry CertificationDivision242280393
 State89541100544109590
Workplace ReadinessDivision156-1
 State336653077542313
Total Credentials EarnedDivision398280394
 State128850137248157490
Students Earning One or More CredentialsDivision325264313
 State104867109089126113
CTE CompletersDivision123190187
 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 Students24045614531.8%
2014-2015
Number of Test TakersNumber of Tests TakenNumber of Tests with Qualifying ScoresPercentage of Tests Passed
All Students19231610533.2%
2015-2016
Number of Test TakersNumber of Tests TakenNumber of Tests with Qualifying ScoresPercentage of Tests Passed
All Students1732539035.6%
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
70.570.971.6

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
2013-20143,430.006,519.00578.00
2014-20153,606.006,630.00696.00
2015-20163,795.006,713.00705.00

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 Students31201686343323317659643307218508434162347581
Female150084292515449328361558119255516091183141
Male16208434181689833128174999252918071164440
American Indian0000000000000000
Asian2299112215032321011218624
Black337208532214553357353351164
Hispanic156884302717379835361850145335720211724646
Native Hawaiian0000000000000000
White8134518775849131870440916669331519
Two or more races16496218596217816451641268
Students with Disabilities36318610379277739430710396351214
Economically Disadvantaged17291123832184811940291982141355220201544950
English Learners129268252213747125271422110253517691394033
Homeless1613181211250039943
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 Students95.6496.0194.95
Female95.5595.8194.89
Male95.7396.295.01
American Indian95.5894.3195.73
Asian96.9897.0296.24
Black96.6797.2696.25
Hispanic95.4295.7294.63
Native Hawaiian94.2897.4297.06
White95.3795.9695.09
Two or more races95.5995.8194.25
Students with Disabilities95.1295.5594.1
Economically Disadvantaged95.4395.7994.6
English Learners95.4295.5794.7
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 Offenses18
Technology Offenses<
Offenses Against Student<
Offenses Against Staff<
Weapons Offenses10
Property Offenses<
All Other Offenses<
Other Offenses Against Persons50
Disorderly or Disruptive Behavior Offenses35
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 Indian0.1790.1450.167
Asian6.5796.8255.175.9091.01
Black9.58619.649.58515.529.4214.14
Hispanic53.61758.9355.85237.9359.39263.64
Native Hawaiian0.2080.1160.056
White24.23314.2921.934.4819.78815.15
Two or more races5.5977.145.5776.95.2686.06
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 Indian0.1790.1450.167
Asian6.5796.8255.909
Black9.5869.5859.42
Hispanic53.61755.85259.392
Native Hawaiian0.2080.1160.056
White24.23310021.919.788
Two or more races5.5975.5775.268
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 Indian0.1790.1450.167
Asian6.5796.8255.909
Black9.5869.5859.42
Hispanic53.61755.85259.392
Native Hawaiian0.2080.1160.056
White24.23321.919.788
Two or more races5.5975.5775.268
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 Students61.2158.359.96
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 Students25.6134.7840.83
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 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 Students81.6681.9980.96
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: 12.66 : 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: 15.45 : 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 iconstudent ratio iconstudent ratio icon

Provisionally Licensed Teachers

Provisionally Licensed Teachers
 2015-20162016-2017
Provisional Special Education1%0%
Provisional9%11%
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

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

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

Percentage of Core Academic Classes Taught by Teachers Not Meeting the Federal Definition of Highly Qualified
 2014-20152015-20162016-2017
Division
All Schools100%1%2%
High Poverty-1%3%
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
2014-201536%62%1%1%
2015-201641%58%1%0%
2016-201741%58%0%1%
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
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