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General school information

Division: Mecklenburg County Public Schools
Address: 175 Mayfield Drive Boydton, VA 23917
Superintendent: Mr. Paul C Nichols
Region: 8
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 Schools8
Fully Accredited4
Partially Accredited: Warned School-Pass Rate1
Partially Accredited: Reconstituted School3

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 SubgroupType2013-20142014-20152015-2016
All StudentsDivision798687
 Virginia848586
FemaleDivision849092
 Virginia888989
MaleDivision748183
 Virginia818283
American IndianDivision100100100
 Virginia788484
AsianDivision<100
 Virginia909092
BlackDivision758279
 Virginia777979
HispanicDivision100<90
 Virginia767676
WhiteDivision828992
 Virginia898990
Two or more racesDivision10091100
 Virginia898889
Students with DisabilitiesDivision273245
 Virginia525353
Economically DisadvantagedDivision727981
 Virginia747575
English LearnersDivision<100<
 Virginia676767
Gap Group 2Division758279
 Virginia777979
Gap Group 3Division100<90
 Virginia767676
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 Students107363271071612913736027
Female107868221176652413776423
Male10685932966573412695731
American Indian<100<0<100<0<100<0
Asian12887612<<<<892858
Black564593645955417625538
Hispanic77265281076652411766624
Native Hawaiian<100<0<100<0<100<0
White158167191680652017816419
Two or more races7686232774682616745826
Students with Disabilities939306193729639342566
Economically Disadvantaged666603456358378655735
English Learners3575343679742110766624
Grade 3 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students10716129972642817725628
Female117564251071612920775723
Male9685932873652713675433
Asian<100<0<100<0
Black566613425958417615439
Hispanic11635337688821219816319
White157863221679642125805620
Two or more races<<<<-100100018715329
Students with Disabilities543385754943513333068
Economically Disadvantaged665603546561357625538
English Learners8675833-838317<<<<
Grade 4 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students157157291166553415776223
Female178063201370573014766124
Male136451361063533715786222
Black458544245450467665934
Hispanic<100<02070503015100850
White258056201876582419836317
Two or more races<<<<-67673333835017
Students with Disabilities437336384335576443956
Economically Disadvantaged865573596051408716329
English Learners<<<<1873552710100900
Grade 5 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students166953311772562817755925
Female157661241979612115756025
Male166346371566513418765724
Black9584842258564210665634
Hispanic11675633<<<<21745326
White228057203083531723825918
Two or more races1464503610706030892838
Students with Disabilities14443156229277114412759
Economically Disadvantaged9625438761543913685532
English Learners<<<<<<<<23623838
Grade 6 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students96657341367553314705630
Female137461261074642618775923
Male55953411561463911645436
Asian<100<0<<<<
Black653474765650445595441
Hispanic-53534719715229<<<<
White127764231775592523805720
Two or more races875672523694631-505050
Students with Disabilities11392861123321676332867
Economically Disadvantaged756494466054406605440
English Learners<<<<<<<<<<<<
Grade 7 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students10716129971612913726028
Female97970211377642312796721
Male11645336664593613665234
Black664573665852428645636
Hispanic892838-59594114715729
White147863221280682015786422
Two or more races6635638<<<<21715029
Students with Disabilities10302070828217213362364
Economically Disadvantaged666603436158398665934
Grade 8 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students7767024967583310635337
Female67973211070603011675633
Male773662786456369595041
Asian<<<<<100<0<100<0
Black368653265650449473953
Hispanic<<<<8837517-626238
White98475161276652411746326
Two or more races<<<<656504417675033
Students with Disabilities113625641840226012241276
Economically Disadvantaged570653056257386514549
English Learners<<<<<<<<
EOC English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students486811458176194807620
Female486821468983115878213
Male586811437370274737027
Asian<100<0<100<0
Black-78782227068304706630
Hispanic-808020-838317-787822
White7918497918395908510
Two or more races10100900<100<0<100<0
Students with Disabilities438336374033608292071
Economically Disadvantaged381781937674244777323
English Learners<100<0<100<0
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

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 Students107564251375622518725428
Female128068201783661721785722
Male8696031966573414665234
Asian<<<<<100<0<100<0
Black6645836768613210615139
Hispanic68983112278572213715829
White138370171881631926825618
Two or more races236946311663473713695631
Students with Disabilities103424661639236121371663
Economically Disadvantaged7676033669633110645436
English Learners<<<<<100<0<<<<
Grade 8 Writing Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students116655341567523319664734
Female137461262076552426734727
Male85850421059504113594641
Asian<<<<<100<0<100<0
Black95950411061513913574343
Hispanic<100<0369155911635337
White127361271872542826744926
Two or more races<<<<1356444417584242
Students with Disabilities102110792033126720291071
Economically Disadvantaged7605340762553810564644
English Learners<<<<<<<<
EOC Writing Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students108272181182701816786222
Female12867414149176916826618
Male8787022973652716735727
Asian<100<0<100<0
Black470663047470267655835
Hispanic10807020867583316796321
White14927981889711126906410
Two or more races30906010<100<0<100<0
Students with Disabilities10483852948395222442256
Economically Disadvantaged7746726576712410716129
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 Students127462261477642314776423
Female117766231382691814826818
Male127158291473592714735927
American Indian<<<<<100<0<100<0
Asian2894676289467636794321
Black665593587062307706330
Hispanic98071201585701520856615
Native Hawaiian<100<0<100<0<100<0
White168265181984651619836417
Two or more races136552351476622414796521
Students with Disabilities94132591039296110403060
Economically Disadvantaged869613197364279726328
English Learners167761232486621424876313
Grade 3 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students166953312082621814836917
Female157054301783671718866814
Male166952312381581911806920
Asian<100<0<100<0
Black657514377466266767024
Hispanic1071622929946561394816
White247955212886591423876413
Two or more races<<<<55100450-94946
Students with Disabilities544395686153393333068
Economically Disadvantaged106353371177662310776723
English Learners1577622331100690<100<0
Grade 4 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students227957212785581525866114
Female218665142986581421856415
Male247450262684581628875913
Black66862321780632013786522
Hispanic<100<02585601569100310
White34885312379053102991639
Two or more races<<<<178367175092428
Students with Disabilities113423661855374511584742
Economically Disadvantaged137361272182611817806320
English Learners<<<<279164960100400
Grade 5 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students207757232781551923836017
Female217958212890611020795921
Male207556252574492625866114
Black146955311270583012766524
Hispanic17786122<100<030906010
White268560153790521031885712
Two or more races297143292070503017836717
Students with Disabilities10524148835286516422658
Economically Disadvantaged137360271675592517806420
English Learners<<<<<100<029865714
Grade 6 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students11736227872642811766524
Female13786522678722214877313
Male10685832106758339675833
Asian<100<0<<<<
Black961533956358375646036
Hispanic676712415806520<<<<
White158268181079692118877013
Two or more races-6464368776923-555545
Students with Disabilities11413059122614745413559
Economically Disadvantaged867593356964314686432
English Learners<100<0<<<<<<<<
Grade 7 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students1066563476053409625238
Female8675933761543910716229
Male1264533665852429524348
Black956474484739537564944
Hispanic-1001000-47475315604540
White11736227773662710675633
Two or more races13534047<<<<15624638
Students with Disabilities18351865152387718382063
Economically Disadvantaged963543724946516575143
Grade 8 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students252504846662345656035
Female159584127170293716829
Male345425556156396605440
Black347445376559353565344
Hispanic<<<<<100<0-767624
White1555445-6666347736628
Two or more races<<<<-6464368675833
Students with Disabilities11221178183618647342766
Economically Disadvantaged250475036764334615739
English Learners<<<<<<<<
Algebra I Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students3827918789821112867414
Female483791779387713897611
Male1807920784771611837217
American Indian<100<0
Asian<100<0<100<0<<<<
Black180792028381175837817
Hispanic-737327-10010009100910
White5847916119180918876913
Two or more races<100<0<100<020907010
Students with Disabilities-50505034239583474353
Economically Disadvantaged179782138582157827518
Geometry Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students274712647268289675833
Female2797721477732311766424
Male368653246662346565144
Asian<100<0<<<<
Black-62623816464362545246
Hispanic-7575258928381891739
White3858115878702214756125
Two or more races<<<<<100<0<<<<
Students with Disabilities-444456-2929715272373
Economically Disadvantaged167663336966313565344
Algebra II Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students179478619977831394816
Female1595805191008101495815
Male189375720937471293817
American Indian<100<0<100<0
Asian<100<0<100<0
Black10938371296844695885
Hispanic<100<0<100<0<100<0
White209475624987422093747
Two or more races<100<0<100<0<100<0
Students with Disabilities<<<<<<<<<<<<
Economically Disadvantaged159075101898803895875
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 Students87870221179692111786722
Female679732198374178787022
Male107767231276642413786522
American Indian<100<0<100<0<100<0
Asian1891739279367733100670
Black368653257065306696331
Hispanic7857915884761613857215
White128674141688721215857015
Two or more races78780131271592910796921
Students with Disabilities4494551949395114392561
Economically Disadvantaged471662977467267726528
English Learners-707030<<<<17705230
Grade 5 Science Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students208464162780532021765524
Female168569152488641316685232
Male248359173074442625825718
Black107665241168583210665634
Hispanic11847416<100<030754525
White30916094189481128835517
Two or more races14937971070603017836717
Students with Disabilities86456361544295614422858
Economically Disadvantaged127967211671552914715729
English Learners<<<<<<<<29714329
Grade 8 Science Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students6807420876682411786722
Female4797521773652710786822
Male9817219879712111786722
Asian<100<0<100<0<100<0
Black176742476760338665834
Hispanic-808020-8383175817619
White11837317885771513877413
Two or more races<<<<137360279736427
Students with Disabilities44844522156354420381863
Economically Disadvantaged374722667266286716629
English Learners<<<<<<<<
Biology Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students476722467670249817219
Female479762168277187867914
Male4726828669643112776523
American Indian<100<0<100<0
Asian<<<<<100<0<100<0
Black163623716463364757125
Hispanic-8282187878013-1001000
White78781131186761415877213
Two or more races<<<<<<<<<<<<
Students with Disabilities-414159-424258-242476
Economically Disadvantaged167663337169295767124
Chemistry Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students281791928280184757125
Female4797521-8383174757125
Male183821768074204757125
Asian<100<0<100<0
Black1696731-7474261676533
Hispanic<<<<<<<<<<<<
White287861338784134797521
Two or more races<100<0<100<0<100<0
Students with Disabilities<<<<<<<<<<<<
Economically Disadvantaged170693047874223656235
English Learners<<<<
Earth Science Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students673672788577155787322
Female476722478982113827918
Male769623198273187756825
Asian<100<0<100<0<100<0
Black159584127977211686732
Hispanic793877-737327892858
White1084741612928089867714
Two or more races<100<0<<<<-868614
Students with Disabilities23533653595641-323268
Economically Disadvantaged365623558076203726928
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 Students177962212083631717816519
Female148065201684681613826918
Male217858222482581820816119
American Indian<100<0<100<0<100<0
Asian319463650100500<100<0
Black87263281276642410746426
Hispanic168266182084641618907210
White268660142689631122866414
Two or more races36763331981621922906810
Students with Disabilities135138491755384513443056
Economically Disadvantaged127361271678612212776523
English Learners<<<<3383501729865714
VA & US History Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students779722177770235767024
Female575702567872226807420
Male883751787568255726728
Asian<100<0<100<0<100<0
Black174732626462362676533
Hispanic1090801098273185797421
White11837217128776139827318
Two or more races-737327<<<<<100<0
Students with Disabilities-3333673454155-292971
Economically Disadvantaged273712746966313716829
World History I Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students127664241983631711806920
Female12827018158469168847716
Male137057302381571914766224
Asian<100<0<100<0<100<0
Black4646036107666244757025
Hispanic13938072567423318100820
White228765132689631116836717
Two or more races<<<<<100<09827318
Students with Disabilities235336510392961-353565
Economically Disadvantaged7686132157762238756726
World History II Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students107666241490761010857515
Female6756925118979116787222
Male1678622219927381593787
American Indian<100<0<100<0
Asian<100<0<100<0<100<0
Black5746826108374175807520
Hispanic<<<<991829<100<0
White14796521189577514877313
Two or more races<<<<<100<0<100<0
Students with Disabilities-606040<<<<<<<<
Economically Disadvantaged670643098577159827318
Geography Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students<<<<<<<<
Male<<<<<<<<
Black<<<<<<<<
Students with Disabilities<<<<<<<<
Civics & Econ Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students218261182282601821836217
Female178265181984641621866414
Male258156192580552021816019
Asian<100<0<100<0<100<0
Black107766231080702012746226
Hispanic<<<<89283811847416
White308857133483491729906110
Two or more races<<<<247147291592778
Students with Disabilities-38386264034603333167
Economically Disadvantaged147561251777612311786722
English Learners<<<<<<<<
VA Studies Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students388345173185531533855215
Female358550152583581724815719
Male408141193686491440884812
Asian<<<<<100<0
Black237350272176552422765524
Hispanic<100<03588531246100540
White5091419419150939905110
Two or more races<<<<18917395092428
Students with Disabilities32663434156348379453655
Economically Disadvantaged257752232880522024805620
English Learners<<<<<<<<40905010
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.

 

2012-20132013-20142014-2015
Percent of Kindergarten Students Meeting Literacy BenchmarksDivision: >95 State: 91.04Division: >95 State: 91.28Division: 93.18 State: 90.38

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

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

Enrollment

Fall Membership by Grade

Grade2014-20152015-20162016-2017
Pre-kindergarten177168177
Kindergarten314293298
Grade 1316313288
Grade 2304316314
Grade 3342306320
Grade 4315345305
Grade 5350320331
Grade 6344363328
Grade 7339345358
Grade 8347345355
Grade 9377369341
Grade 10362350354
Grade 11364345333
Grade 12333351322
Total Students4,5844,5294,424
Fall Membership by Grade
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

Fall Membership by Subgroup

2016 Fall Membership By Subgroup: Racial and Ethnic Groups

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

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

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

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

.

Fall Membership by Subgroup
Subgroup2014-20152015-20162016-2017
All Students458445294424
Female222321702109
Male236123592315
American Indian766
Asian292925
Black201619931923
Hispanic181201208
Native Hawaiian422
White222021372084
Two or more races127161176
Students with Disabilities531513519
Not Students with Disabilities405340163905
Economically Disadvantaged264927132613
Not Economically Disadvantaged193518161811
English Learners9399113
Not English Learners449144304311
Homeless1189
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 2016: 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 2015-2016 Cohort
Student SubgroupTypeAdvanced DiplomasStandard DiplomasOther DiplomasGED'sDropoutsOther Non-Graduates
All StudentsDivision1611572801619
State4917234245347693750042233
FemaleDivision867812049
State268261509812453531830807
MaleDivision75791601210
State2234619147223158431741426
AsianDivision<<<<0<
State44281223901613062
BlackDivision47761901015
State78991054014312301411965
HispanicDivision<<<<0<
State44244511381851536311
WhiteDivision103719063
State300171650714345631731798
Two or more racesDivision460001
State222313111283715989
Students with DisabilitiesDivision2828052
State946530634751091061120
Economically DisadvantagedDivision5296240512
State921814810194032821211221
English LearnersDivision<<<<0<
State448206829417117888
HomelessDivision<<<<0<
State1976231151116285
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 Students38134690.835091.9164.2
Female18917693.117994.742.1
Male19217088.517189.1126.3
Asian0<100<10000
Black1671428514687.4106
Hispanic0<100<10000
White19218395.318395.363.1
Two or more races111090.91090.900
Students with Disabilities453884.44088.9511.1
Economically Disadvantaged189172911729152.6
English Learners0<100<10000
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 Type2013-20142014-20152015-2016
Advanced Placement Test Taken - - -
Advanced Placement Course Enrollment - - -
Dual Enrollment -625 / 43.52%485 / 34.28%
Governor’s School Enrollment - - -
IB Course Enrollment - - -
Senior Enrolled in IB Program - - -
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

Postsecondary Enrollment

2013-2014 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.

2013-2014 FGI cohort year (students entering high school in 2010)
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 StudentsDivision31720137
State807635806328
FemaleDivision18011934
State410153155223
MaleDivision1378240
State397482651133
American IndianDivision0<100
State25416635
AsianDivision0<100
State5269454514
BlackDivision1266548
State175771162334
HispanicDivision0<100
State7574489435
WhiteDivision17112328
State467653441326
Two or more racesDivision10<100
State3210234527
Students with DisabilitiesDivision16<100
State5864307448
Economically DisadvantagedDivision1457449
State228881345241
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
2013-20142014-20152015-2016
NOCTI AssessmentsDivision-64
 State-39714139
State LicensuresDivision-199
 State-16731790
Industry CertificationDivision-126207
 State-89541100544
Workplace ReadinessDivision---
 State-3366530775
Total Credentials EarnedDivision-151220
 State-128850137248
Students Earning One or More CredentialsDivision-120145
 State-104867109089
CTE CompletersDivision-162156
 State-3929142404
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 Students<<<<%
2014-2015
Number of Test TakersNumber of Tests TakenNumber of Tests with Qualifying ScoresPercentage of Tests Passed
All Students<<<<%
2015-2016
Number of Test TakersNumber of Tests TakenNumber of Tests with Qualifying ScoresPercentage of Tests Passed
All Students<<<<%
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
 2012-20132013-20142014-2015
Percentage of fiscal year division
operating expenditures for instructional costs
69.27067.7

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
 2012-20132013-20142014-2015
Percentage of fiscal year state
operating expenditures for instructional costs
66.266.867.1

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
2012-20132,645.005,428.001,020.00
2013-20142,905.005,509.00934.00
2014-20153,102.005,675.001,059.00

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
2012-20135,777.004,605.00875.00
2013-20145,823.004,634.00784.00
2014-20155,950.004,802.00771.00

Learning Climate

Percent of Students Absent

Percent of Students Absent 2015-2016 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
2012-20132013-20142014-20152015-2016
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 Students4008442184153403038513714638924521381553890379161129
Female19642139283198118569721885226707418581817965
Male20442299270204920068742007226688120321988264
American Indian0000000000000000
Asian30202270002801026300
Black17761828066176015856451698186646816701777152
Hispanic139155314910731641237185754
Native Hawaiian0000000000000000
White19722309375198920970891874240667618651708063
Two or more races849479964612013421382259
Students with Disabilities456763435493622731468572636472532822
Economically Disadvantaged243232814011724482851131122335324110114230927811796
English Learners66710722318421492430
Homeless00008202100237320
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 Students94.2594.5493.81
Female94.2394.5193.99
Male94.2794.5693.64
American Indian96.193.5894.79
Asian97.0995.7296.8
Black94.4994.8693.94
Hispanic95.0595.7894.96
Native Hawaiian83.1595.5695.49
White93.9394.293.63
Two or more races94.5193.4192.63
Students with Disabilities93.0793.4693.22
Economically Disadvantaged93.7994.1293.43
English Learners95.2496.2494.95
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

2015-2016 Offenses
 Number of Offenses
Alcohol, Tobacco, and Other Drug Offenses59
Technology Offenses42
Offenses Against Student203
Offenses Against Staff16
Weapons Offenses<
Property Offenses27
All Other Offenses54
Other Offenses Against Persons224
Disorderly or Disruptive Behavior Offenses1,112
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
 2013-20142014-20152015-2016
Subgroup% Population% Short Term Suspensions% Population% Short Term Suspensions% Population% Short Term Suspensions
American Indian0.1510.1530.132
Asian0.5390.10.6330.080.640.09
Black43.69963.0443.97964.5444.00565.84
Hispanic3.5820.913.9491.434.4382.37
Native Hawaiian0.1080.60.0870.080.044
White49.48232.5348.42931.5147.18528.65
Two or more races2.4382.822.7712.353.5553.04
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
 2013-20142014-20152015-2016
Subgroup% Population% Long Term Suspensions% Population% Long Term Suspensions% Population% Long Term Suspensions
American Indian0.1510.1530.132
Asian0.5390.6330.64
Black43.69943.97910044.005
Hispanic3.5823.9494.438
Native Hawaiian0.1080.0870.044
White49.48248.42947.185
Two or more races2.4382.7713.555
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
 2013-20142014-20152015-2016
Subgroup% Population% Expulsions% Population% Expulsions% Population% Expulsions
American Indian0.1510.1530.132
Asian0.5390.6330.64
Black43.69943.97910044.005
Hispanic3.5823.9494.438
Native Hawaiian0.1080.0870.044
White49.48248.42947.185
Two or more races2.4382.7713.555
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
 2013-20142014-20152015-2016
 PercentagePercentagePercentage
All Students62.0260.8660.71
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Free and Reduced 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
 2013-20142014-20152015-2016
 PercentagePercentagePercentage
All Students38.8434.8644.57
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
 2013-20142014-20152015-2016
 PercentagePercentagePercentage
All Students80.6576.2376.9
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

2014-2015 Grades K-7 Student Teacher Ratio: 11.92 : 1

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

2014-2015 Grades 8-12 Student Teacher Ratio: 12.39 : 1

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

Provisionally Licensed Teachers

Provisionally Licensed Teachers
 2014-20152015-2016
Provisional9%11%
Provisional Special Education2%1%
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

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

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

Percentage of Core Academic Classes Taught by Teachers Not Meeting the Federal Definition of Highly Qualified
 2013-20142014-20152015-2016
Division
All Schools2%5%5%
High Poverty1%4%8%
Low Poverty---
State
All Schools1%1%1%
High Poverty2%2%2%
Low Poverty1%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: 2015-2016

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
2014-201553%44%1%2%
2015-201657%41%1%1%
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
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