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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 Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students96556351073632710716129
Female106959311078682211766524
Male8615239106859329665734
American Indian<100<0<100<0<100<0
Asian179275812887612<<<<
Black453494756459364595541
Hispanic7645736772652810766524
Native Hawaiian<<<<<100<0<100<0
White137561251581671916806520
Two or more races256544476862327746826
Students with Disabilities940316093930619372963
Economically Disadvantaged658524266660345635837
English Learners543385735753436797421
Grade 3 English Reading Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students13655335107161299726428
Female167256281175642510716129
Male1060494096859328736527
Black451474956661342595841
Hispanic<<<<116353376888212
White217756231578632216796421
Two or more races<<<<<<<<-1001000
Students with Disabilities635296554338575494351
Economically Disadvantaged857494366560354656135
English Learners<<<<8675833-838317
Grade 4 English Reading Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students95849421571572911665534
Female96152391780632013705730
Male95545451364513610635337
Asian<100<0<<<<<100<0
Black743365745854424545046
Hispanic13695631<100<020705030
White116958312580562018765824
Two or more races<<<<<<<<-676733
Students with Disabilities936266443733638433557
Economically Disadvantaged748415286557359605140
English Learners<<<<<<<<18735527
Grade 5 English Reading Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students85446461669533117725628
Female105646441576612419796121
Male75245481663463715665134
Asian<100<0<<<<
Black539346195848422585642
Hispanic-40406011675633<<<<
White126755332280572030835317
Two or more races<<<<1464503610706030
Students with Disabilities8292071144431562292771
Economically Disadvantaged543395796254387615439
English Learners<<<<<<<<<<<<
Grade 6 English Reading Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students13655135966573413675533
Female137056301374612610746426
Male13604640559534115614639
American Indian<100<0<100<0
Black856484465347476565044
Hispanic20705030-53534719715229
White187254281277642317755925
Two or more races8625438875672523694631
Students with Disabilities144733531139286112332167
Economically Disadvantaged860524075649446605440
Grade 7 English Reading Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students12685732107161299716129
Female11736327979702113776423
Male13624938116453366645936
Asian<100<0<100<0<100<0
Black360574066457366585242
Hispanic<<<<892838-595941
White197556251478632212806820
Two or more races<<<<6635638<<<<
Students with Disabilities20472753103020708282172
Economically Disadvantaged967583366660343615839
English Learners<100<0<100<0
Grade 8 English Reading Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students555504577670249675833
Female7605440679732110706030
Male349465177366278645636
Asian<<<<<<<<<100<0
Black242405836865326565044
Hispanic6635638<<<<8837517
White7665834984751612766524
Two or more races<100<0<<<<6565044
Students with Disabilities33229681136256418402260
Economically Disadvantaged351474957065305625738
EOC English Reading Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students488841248681145817619
Female588831248682146898311
Male389851158681143737027
Black1818019-7878222706830
Hispanic10807020-808020-838317
White694886791849791839
Two or more races<<<<10100900<100<0
Students with Disabilities-67673343833637403360
Economically Disadvantaged383801738178193767424
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 Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students136350371075642513756225
Female157156291280682017836617
Male1055454586960319665734
Asian<100<0<<<<<100<0
Black651454966458367686132
Hispanic5585343689831122785722
White187355271383701718816319
Two or more races65044502369463116634737
Students with Disabilities93324671034246616392361
Economically Disadvantaged754474676760336696331
English Learners<<<<<<<<<100<0
Grade 8 Writing Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students95446461166553415675233
Female106656341374612620765524
Male7433657858504210595041
Asian<100<0<<<<<100<0
Black4464254959504110615139
Hispanic13604740<100<03691559
White136249381273612718725428
Two or more races<<<<<<<<13564444
Students with Disabilities42522751021107920331267
Economically Disadvantaged548445276053407625538
EOC Writing Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students168064201082721811827018
Female20846516128674141491769
Male1176642487870229736527
Black669633147066304747026
Hispanic-828218108070208675833
White23876313149279818897111
Two or more races<<<<30906010<100<0
Students with Disabilities7463954104838529483952
Economically Disadvantaged873652777467265767124
English Learners<100<0<<<<<100<0
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Math

Math Performance: All Students

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

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

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

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

Overall Student Performance: Math Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students85851421274622614776423
Female86254381177662313826918
Male85547451271582914735927
American Indian<<<<<<<<<100<0
Asian2780532028946762894676
Black447435366559358706230
Hispanic9635437980712015857015
Native Hawaiian<<<<<100<0<100<0
White116857321682651819846516
Two or more races54035601365523514766224
Students with Disabilities7342766941325910392961
Economically Disadvantaged552474886961319736427
English Learners94839521677612324866214
Grade 3 Mathematics Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students125947411669533120826218
Female106151391570543017836717
Male135744431669523123815819
Black239376165751437746626
Hispanic<<<<107162292994656
White187456262479552128865914
Two or more races<<<<<<<<55100450
Students with Disabilities830227054439568615339
Economically Disadvantaged64741531063533711776623
English Learners<<<<1577622331100690
Grade 4 Mathematics Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students197051302279572127855815
Female207454262186651429865814
Male196648342474502626845816
Asian<100<0<<<<<100<0
Black13604740668623217806320
Hispanic24714729<100<025856015
White258055203488531237905310
Two or more races<<<<<<<<17836717
Students with Disabilities124837521134236618553745
Economically Disadvantaged136350371373612721826118
English Learners<<<<<<<<2791649
Grade 5 Mathematics Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students135745432077572327815519
Female136552352179582128906110
Male124937512075562525744926
Asian<100<0<100<0
Black104536551469553112705830
Hispanic-56564417786122<100<0
White176851322685601537905210
Two or more races<<<<2971432920705030
Students with Disabilities8292071105241488352865
Economically Disadvantaged74841521373602716755925
English Learners<<<<<<<<<100<0
Grade 6 Mathematics Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students4595541117362278726428
Female3625938137865226787222
Male55752431068583210675833
American Indian<<<<<100<0
Black352494896153395635837
Hispanic10605040676712415806520
White56662341582681810796921
Two or more races7575043-6464368776923
Students with Disabilities64033601141305912261474
Economically Disadvantaged155544586759335696431
Grade 7 Mathematics Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students3393561106656347605340
Female340366086759337615439
Male4383462126453366585242
Asian<<<<<100<0<100<0
Black132316895647448473953
Hispanic<<<<-1001000-474753
White5443956117362277736627
Two or more races<<<<13534047<<<<
Students with Disabilities12402860183518651523877
Economically Disadvantaged338356296354372494651
English Learners<<<<<<<<
Grade 8 Mathematics Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students217158325250484666234
Female223227715958412717029
Male212108834542555615639
Black313108734744537655935
Hispanic<<<<<<<<<100<0
White-2222781555445-666634
Two or more races<<<<<<<<-646436
Students with Disabilities6104901122117818361864
Economically Disadvantaged219178125047503676433
Algebra I Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students171712938279187898211
Female-7575254837917793877
Male167653318079207847716
Asian<100<0<100<0<100<0
Black-70703018079202838117
Hispanic-838317-737327-1001000
White171702958479161191809
Students with Disabilities-565644-5050503423958
Economically Disadvantaged-69693117978213858215
English Learners<100<0<100<0
Geometry Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students352494827471264726828
Female351484927977214777323
Male353494736865324666234
American Indian<100<0<100<0
Asian<<<<<100<0
Black1373763-6262381646436
Hispanic10504050-757525892838
White564593638581158787022
Two or more races<<<<<<<<<100<0
Students with Disabilities-161684-444456-292971
Economically Disadvantaged245435516766333696631
Algebra II Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students880722017947861997783
Female10847416159580519100810
Male675702518937572093747
Asian<100<0<100<0<100<0
Black370683010938371296844
Hispanic<<<<<100<0<100<0
White1086761420947562498742
Two or more races<<<<<100<0<100<0
Students with Disabilities<<<<<<<<<<<<
Economically Disadvantaged6746826159075101898803
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 Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students6696331878702211796921
Female569633167973219837417
Male76962311077672312766424
American Indian<100<0<100<0<100<0
Asian-77772318917392793677
Black254524636865325706530
Hispanic768613278579158847616
White108171191286741416887212
Two or more races-606040787801312715929
Students with Disabilities543385744945519493951
Economically Disadvantaged561563947166297746726
English Learners-505050-707030<<<<
Grade 5 Science Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students136654342084641627805320
Female116756331685691524886413
Male146551352483591730744426
Asian<100<0<<<<
Black75043501076652411685832
Hispanic656504411847416<100<0
White18816219309160941894811
Two or more races<<<<149379710706030
Students with Disabilities10493951864563615442956
Economically Disadvantaged95546451279672116715529
English Learners<<<<<<<<<<<<
Grade 8 Science Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students556524468074208766824
Female355524547975217736527
Male758514298172198797121
Asian<100<0<100<0<100<0
Black141405917674247676033
Hispanic6635638-808020-838317
White9706230118373178857715
Two or more races<<<<<<<<13736027
Students with Disabilities4343066448445221563544
Economically Disadvantaged651454937472266726628
Biology Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students372692847672246767024
Female370673047976216827718
Male375722547268286696431
Asian<<<<<<<<<100<0
Black-55554516362371646336
Hispanic991829-8282187878013
White5837817787811311867614
Two or more races-91919<<<<<<<<
Students with Disabilities-434357-414159-424258
Economically Disadvantaged159584116766333716929
English Learners<100<0<100<0
Chemistry Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students161603928179192828018
Female-6363384797521-838317
Male360574018382176807420
American Indian<100<0
Asian<<<<<100<0
Black-4848521696731-747426
Hispanic<<<<<<<<<<<<
White170693028786133878413
Two or more races<<<<<100<0<100<0
Students with Disabilities-505050<<<<<<<<
Economically Disadvantaged254524617069304787422
Earth Science Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students373702767367278857715
Female472692847672247898211
Male374712676962319827318
American Indian<100<0<100<0
Asian<<<<<100<0<100<0
Black160594015958412797721
Hispanic8696231793877-737327
White6868014108474161292808
Two or more races<<<<<100<0<<<<
Students with Disabilities234326623533653595641
Economically Disadvantaged364623636562355807620
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 Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students207858221779622120836317
Female187759231480652016846816
Male237957212178582224825818
American Indian<100<0<100<0<100<0
Asian50100500319463650100500
Black12675533872632812766424
Hispanic238158191682661820846416
Native Hawaiian<100<0<100<0
White278760132686601426896311
Two or more races12675533367633319816219
Students with Disabilities126149391351384917553845
Economically Disadvantaged167356271273612716786122
English Learners13736027<<<<33835017
VA & US History Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students686801477972217777023
Female482781857570256787222
Male790831088375178756825
Black181801917473262646236
Hispanic<100<0109080109827318
White88980111183721712877613
Two or more races<<<<-737327<<<<
Students with Disabilities10706030-3333673454155
Economically Disadvantaged278762227371274696631
US History I Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students28764824
Female24714729
Male33825018
Asian<100<0
Black15685332
Hispanic30906010
White39844416
Two or more races31693831
Students with Disabilities17715429
Economically Disadvantaged24745026
World History I Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students137259281276642419836317
Female137259281282701815846916
Male127259281370573023815719
American Indian<100<0<100<0
Asian<100<0<100<0<100<0
Black6575143464603610766624
Hispanic14645036139380725674233
White198667142287651326896311
Two or more races<<<<<<<<<100<0
Students with Disabilities3484553235336510392961
Economically Disadvantaged7645636768613215776223
English Learners<100<0<<<<
World History II Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students67872221076662414907610
Female4726828675692511897911
Male8847616167862221992738
Asian<100<0<100<0<100<0
Black2656335574682610837417
Hispanic10807020<<<<991829
White8877913147965211895775
Two or more races<100<0<<<<<100<0
Students with Disabilities9736427-606040<<<<
Economically Disadvantaged468643267064309857715
US History II Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students27754825
Female22755325
Male34754125
Asian<100<0
Black16624638
Hispanic<<<<
Native Hawaiian<100<0
White37874913
Two or more races<<<<
Students with Disabilities21573643
Economically Disadvantaged24745026
English Learners<100<0
Civics & Econ Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students157358272182611822826018
Female137461261782651819846416
Male177154292581561925805520
Asian<100<0<100<0<100<0
Black106252381077662310807020
Hispanic14715729<<<<892838
White208363173088571334834917
Two or more races<<<<<<<<24714729
Students with Disabilities2525148-3838626403460
Economically Disadvantaged167155291475612517776123
English Learners<<<<<<<<
VA Studies Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students338047203883451731855315
Female318049203585501525835817
Male358046204081411936864914
Asian<100<0<<<<<100<0
Black217049302373502721765524
Hispanic53822918<100<035885312
White4290481050914194191509
Two or more races<<<<<<<<1891739
Students with Disabilities85446463266343415634837
Economically Disadvantaged257449262577522328805220
English Learners<<<<<<<<<<<<
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

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

2013-20142014-20152015-2016
State000
Division000
Number of recently arrived English language learners exempted from state reading assessments

Enrollment

Fall Membership by Grade

Grade2013-20142014-20152015-2016
Pre-kindergarten178177168
Kindergarten307314293
Grade 1304316313
Grade 2328304316
Grade 3331342306
Grade 4353315345
Grade 5347350320
Grade 6337344363
Grade 7349339345
Grade 8354347345
Grade 9372377369
Grade 10390362350
Grade 11358364345
Grade 12326333351
Total Students4,6344,5844,529
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

2015 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
Subgroup2013-20142014-20152015-2016
All Students463445844529
Female228322232170
Male235123612359
American Indian776
Asian252929
Black202520161993
Hispanic166181201
Native Hawaiian542
White229322202137
Two or more races113127161
Students with Disabilities539531513
Not Students with Disabilities409540534016
Economically Disadvantaged274626492713
Not Economically Disadvantaged188819351816
English Learners789399
Not English Learners455644914430
Homeless1118
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
State4917334246347093350192269
FemaleDivision867812049
State268261510112433531834822
MaleDivision75791601210
State2234719145222758031851447
AsianDivision<<<<0<
State44281224891612962
BlackDivision47761901015
State79001054014302301415981
HispanicDivision<<<<0<
State44244514381851538310
WhiteDivision103719063
State300171650514315601740817
Two or more racesDivision460001
State222313111283616089
Students with DisabilitiesDivision2828052
State946531134691091067120
Economically DisadvantagedDivision5296240512
State921814811194032621251240
English LearnersDivision<<<<0<
State448207029417117888
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 Enrollment842 / 58.23%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
State807645806228
FemaleDivision18011934
State410163155223
MaleDivision1378240
State397482651033
American IndianDivision0<100
State25416635
AsianDivision0<100
State5269454514
BlackDivision1266548
State175771162334
HispanicDivision0<100
State7574489435
WhiteDivision17112328
State467663441226
Two or more racesDivision10<100
State3210234527
Students with DisabilitiesDivision16<100
State5865307548
Economically DisadvantagedDivision1457449
State228881345141
English LearnersDivision0<100
State5050327035
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
 State502439714139
State LicensuresDivision-199
 State90516731790
Industry CertificationDivision106126207
 State6932189541100544
Workplace ReadinessDivision---
 State283493366530775
Total Credentials EarnedDivision106151220
 State103599128850137248
Students Earning One or More CredentialsDivision94120145
 State86257104867109089
CTE CompletersDivision145162156
 State419243929142404
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
2014-20155,949.004,802.00772.00

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
Subgroup2013-20142014-20152015-2016
All Students94.9794.2594.54
Female95.0294.2394.51
Male94.9394.2794.56
American Indian94.9196.193.58
Asian97.1897.0995.72
Black95.3794.4994.86
Hispanic95.9695.0595.78
Native Hawaiian75.6883.1595.56
White94.693.9394.2
Two or more races94.1794.5193.41
Students with Disabilities93.7193.0793.46
Economically Disadvantaged94.593.7994.12
English Learners96.1695.2496.24
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 Indian.151.153.132
Asian.539.1.633.08.64.09
Black43.69963.0443.97964.5444.00565.84
Hispanic3.582.913.9491.434.4382.37
Native Hawaiian.108.6.087.08.044
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 Indian.151.153.132
Asian.539.633.64
Black43.69943.97910044.005
Hispanic3.5823.9494.438
Native Hawaiian.108.087.044
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 Indian.151.153.132
Asian.539.633.64
Black43.69943.97910044.005
Hispanic3.5823.9494.438
Native Hawaiian.108.087.044
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
2013-201451%46%1%2%
2014-201554%43%1%2%
2015-201657%40%1%2%
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
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