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General school information

Division: Montgomery County Public Schools
Address: 750 Imperial St. Christiansburg, VA 24073
Superintendent: Dr. Mark Miear
Region: 6
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 Schools19
Fully Accredited18
To Be Determined1

Federal Graduation Indicator

Federal Graduation Indicator: All Students

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

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

Federal Graduation Indicator
Student SubgroupType2014-20152015-20162016-2017
All StudentsDivision8385
 Virginia8586
FemaleDivision8690
 Virginia8989
MaleDivision8080
 Virginia8283
American IndianDivision<<
 Virginia8484
AsianDivision100100
 Virginia9092
BlackDivision7583
 Virginia7979
HispanicDivision9063
 Virginia7676
WhiteDivision8385
 Virginia8990
Two or more racesDivision95100
 Virginia8889
Students with DisabilitiesDivision5157
 Virginia5353
Economically DisadvantagedDivision6771
 Virginia7575
English LearnersDivision9462
 Virginia6767
Gap Group 2Division7583
 Virginia7979
Gap Group 3Division9063
 Virginia7676
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 Students218362172484611622836117
Female248561152787601325846016
Male188163192182611819816219
American Indian<100<0<<<<<<<<
Asian529240854954054593487
Black96657341073622713695631
Hispanic117261281575602516735727
Native Hawaiian<100<0<100<0<100<0
White218464162485611521836217
Two or more races258459162286651425876213
Students with Disabilities104232581144335611453455
Economically Disadvantaged9696031969603110695931
English Learners753474776659349635437
Grade 3 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students218159193084541621785722
Female258661143487531324805620
Male187557252781541919765724
Asian54923885988281335100650
Black9675833580752011615039
Hispanic115746431885671518735528
White218362173284521621785722
Two or more races26744826218968113591579
Students with Disabilities104131591144335615594441
Economically Disadvantaged116857321372592812665334
English Learners185032501379672110675733
Grade 4 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students268155192782551825835817
Female288354173086561427845716
Male237957212479552123815819
Asian5796394599536545843916
Black207151291570553012796721
Hispanic186446361870523018866814
White258257182683571725835717
Two or more races368245183990521017806320
Students with Disabilities9544546948395210604940
Economically Disadvantaged116756331370583011746326
English Learners5555045137057304736927
Grade 5 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students338351173084551629835417
Female368448163186541433855215
Male298253182883551725815619
Asian62902810561004406194336
Black156448361775582514796421
Hispanic138371171766483420634337
White338451163085551529845516
Two or more races408444163888501239854515
Students with Disabilities14342166546415413483552
Economically Disadvantaged167055301368563214735927
English Learners<<<<567623325755025
Grade 6 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students168165192481571926805420
Female188164192684571629825318
Male148167192278562224795521
American Indian<100<0<<<<
Asian4110059056964046396334
Black96455361567523313665334
Hispanic86962311574592616564144
White168266182381581926825518
Two or more races118574152385621522856315
Students with Disabilities6353065113119697292271
Economically Disadvantaged5686232962533810645436
English Learners-404060<<<<5534747
Grade 7 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students248763131987681317866914
Female299061102388651221896911
Male198465161586711413826918
Asian6210038050954554296544
Black158065201472592815766124
Hispanic13746126228159196696331
White238865121988691217877013
Two or more races26855915984751611857415
Students with Disabilities14372363115039508362764
Economically Disadvantaged1076662477568256716529
English Learners-505050-7171298625438
Grade 8 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students117968211380672017796121
Female148369171682671819796021
Male87668241178672215786322
American Indian<100<0<<<<
Asian338148194810052038905210
Black-535347469653113453255
Hispanic-636338663573716715529
White118170191381681917806320
Two or more races21836317127765231391789
Students with Disabilities2262474132311776302470
Economically Disadvantaged558544246056409595041
English Learners<<<<-383862-383863
EOC English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students199071102190691017907310
Female2289671123926982191709
Male15917692089691113897511
Asian508838135290381035905510
Black2727028372692812766524
Hispanic79083101189781116877113
White209172922916991691759
Two or more races710093099183933895611
Students with Disabilities146248381960404015473253
Economically Disadvantaged676702457671247787122
English Learners-676733-71712917675033
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 Students257954212980512026825518
Female298555153286541431845416
Male217353272776492422795721
American Indian<<<<<100<0<<<<
Asian6291299639128958893111
Black2626038951424917594241
Hispanic177457262174522628764824
White257954212982531825835717
Two or more races198668142776492435784322
Students with Disabilities7322568124028609281972
Economically Disadvantaged9574843106050408645536
English Learners9685932-52524812726028
Grade 8 Writing Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students227452262976472422765424
Female268256183281491926805320
Male186749332671452918735627
American Indian<<<<<<<<
Asian62862414679630467100330
Black35653441556414416553945
Hispanic136956312269473122674433
White227553252776492420775723
Two or more races208868123881421931754425
Students with Disabilities216148493020706251975
Economically Disadvantaged6484252105343478544746
English Learners20705030-424258-696931
EOC Writing Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students288355173084551631865614
Female338754133290581035895411
Male237956212880522026845716
Asian63963345985261550792921
Black2676533347435318644536
Hispanic197758232179592133855215
White298455163187561330885812
Two or more races178367171672562839824218
Students with Disabilities104332571448345212322068
Economically Disadvantaged11665434106656349736427
English Learners-676733-60604025755025
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 Students218261182483591722836117
Female218362172384611621836217
Male218160192583571722826118
American Indian<<<<<<<<<<<<
Asian649834264983426298362
Black116655341271592913705730
Hispanic167458261877592315796421
Native Hawaiian<100<0<100<0<100<0
White208362172484601621836217
Two or more races238157192787591325835917
Students with Disabilities9443556950405010423258
Economically Disadvantaged10685832126958319685832
English Learners177961211778612216806420
Grade 3 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students237956212583581721775623
Female238058202383611719755625
Male237855222682561823785522
Asian77100230639431671100290
Black961523996456367575043
Hispanic9685932237754235736828
White228059202484601620775623
Two or more races34764124239269826785222
Students with Disabilities10362664845375517493251
Economically Disadvantaged10675733970613010625338
English Learners338350172076562413675433
Grade 4 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students388648143888501230845416
Female378749133689531128845616
Male398646143986471433855215
Asian80100200721002806697313
Black257853222482581819796021
Hispanic33784422259166928774923
White378649143887501330845516
Two or more races57953854087471328865914
Students with Disabilities10463654135441469514149
Economically Disadvantaged247551252579542113725928
English Learners30835217309667421795721
Grade 5 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students318149193582471833845016
Female348248183483481736854815
Male298051203682461830835317
Asian711002907910021074100260
Black185839421965463517604340
Hispanic297546252462383820836317
White308151193483491733855215
Two or more races24805620429654447783122
Students with Disabilities11443356845375513382563
Economically Disadvantaged166549351667513316725628
English Learners25835817256338383091619
Grade 6 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students248560152783561717755925
Female228361172785581516796321
Male278659142781531918725428
American Indian<100<0<<<<
Asian8410016069100310<100<0
Black196647342171502911695731
Hispanic11796821268156197686132
White238562152683571717765824
Two or more races298254182888601217786122
Students with Disabilities10423358113827625272273
Economically Disadvantaged8716329106554359615239
English Learners14796421157762236595341
Grade 7 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students126957311167573320755525
Female117462261367553322775523
Male12645236967593318735527
American Indian<<<<<100<0<100<0
Asian40100600<100<067100330
Black12534147124432569675833
Hispanic11685732458544213746126
White116958311168583218745626
Two or more races116858321260484020806020
Students with Disabilities13402760635296512251375
Economically Disadvantaged549445164640545514649
English Learners8675833-67673321896811
Grade 8 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students159584146662342706830
Female-57574356964313706730
Male260584036360372716929
American Indian<<<<<100<0
Black-464654-5050505504550
Hispanic-454555-6161397504350
White160594056762332727028
Two or more races-777723-757525-808020
Students with Disabilities2302870134532556464054
Economically Disadvantaged143425735351473595641
English Learners<<<<-626238-606040
Algebra I Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students990811012958351592778
Female9928389958751692778
Male988781215958051492788
American Indian<100<0<100<0
Asian4896484411005905793377
Black28482167989026857915
Hispanic13786622121008801191809
White89183911958451392798
Two or more races1077672316927681394816
Students with Disabilities25857422787622-494951
Economically Disadvantaged28280183918794797521
English Learners6817519-10010001296854
Geometry Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students168166191782651817846716
Female178265181785691515836817
Male158166191780622019856615
American Indian<100<0<100<0
Asian5310047067942864896484
Black3524848-61613916745826
Hispanic86962311268563221866614
White158368171684671616846916
Two or more races178367172687611315796421
Students with Disabilities-35356544742532373563
Economically Disadvantaged564593676659344676333
English Learners5746826-585842-757525
Algebra II Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students289668444955152996674
Female279568542935172996674
Male299768345965143096664
American Indian<100<0<100<0<100<0
Asian561004407510025068100320
Black-92928109586515856915
Hispanic2810072031946362095755
White289668443945162896684
Two or more races<100<0691003104296544
Students with Disabilities<100<0<<<<<100<0
Economically Disadvantaged209676429946661694786
English Learners<<<<42100580<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

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 Students168670142088681219856615
Female148571151886691417856715
Male198769132389661121866514
American Indian<<<<<<<<<<<<
Asian409555549974835695385
Black664583687263286665934
Hispanic128169191380682012756225
White168771132089691119866714
Two or more races178468162090701017877013
Students with Disabilities643375774942517473953
Economically Disadvantaged772652897565258686032
English Learners372692886860329706130
Grade 5 Science Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students338653143986471429825318
Female298858123685501528835517
Male358549154286441430825218
Asian64100360701003007595205
Black186748332468433211645436
Hispanic248056202083631721593841
White328754133986471429845516
Two or more races28845616449652422846316
Students with Disabilities7393261105342479423358
Economically Disadvantaged167458262073532714695531
English Learners187355271778612229764824
Grade 8 Science Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students118270181885681514786422
Female98071201584691610756525
Male148370172087671318816319
American Indian<<<<<<<<
Asian38864814529644467100330
Black-5656441167563310615239
Hispanic-676733974662617624538
White128372171686701413796721
Two or more races8888112249268812796721
Students with Disabilities2312969113828628413359
Economically Disadvantaged564593667064304545046
English Learners-707030-565644-474753
Biology Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students138875121387741321866514
Female128876121087781319876813
Male158873121687721322856315
American Indian<100<0<<<<
Asian3596624359661441904810
Black-585842-7373273625938
Hispanic48378171483691710796921
White138976111388751221876613
Two or more races15816519877692320886813
Students with Disabilities550455024240583444156
Economically Disadvantaged469653167670247696131
English Learners-69693176760338857715
Chemistry Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students179174917957851394816
Female138976111494806992838
Male219372721977631695795
American Indian<100<0
Asian3910061042965445496424
Black<<<<-8282188857715
Hispanic1592778991829595895
White159176916968041194836
Two or more races359055102010080014100860
Students with Disabilities<<<<<100<0<100<0
Economically Disadvantaged68074209898011792858
English Learners<100<0<<<<<<<<
Earth Science Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students108777131488741218897111
Female88375171285731519897011
Male11907910179275818907210
American Indian<100<0<<<<
Asian79386738945665094446
Black36967312767324-676733
Hispanic1282711897870228837518
White10887812159074101991729
Two or more races-7979219918291392798
Students with Disabilities14644541515049-535347
Economically Disadvantaged477722357671245746926
English Learners-6363388675833-707030
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 Students278558152786591425866114
Female248359172586601422846216
Male308758132987581329896011
American Indian<<<<<100<0<100<0
Asian559641453974535795395
Black116452361465513517765924
Hispanic218261182084641621816019
Native Hawaiian<100<0<100<0
White278659142787601325876213
Two or more races278660143386531423886512
Students with Disabilities95041501248365210483952
Economically Disadvantaged137158291371572912715929
English Learners137967211477642319836417
VA & US History Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students178467162184641615867114
Female168064201682661814836817
Male188770132586611416897311
Asian3691559439148940905010
Black549445135350476706430
Hispanic13816819208464163737027
Native Hawaiian<100<0
White178668142186651415877313
Two or more races14937971377652323846116
Students with Disabilities550455025149492484552
Economically Disadvantaged367633386759338696231
English Learners-838317-6969318756725
World History I Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students158167191983641717836617
Female108069201681651914826818
Male198364172184641620846416
Asian50100500371006304897483
Black6666034-6060408686032
Hispanic14806620108575157746726
White148267181983641717836717
Two or more races67872222688621218826418
Students with Disabilities43934615383362-313169
Economically Disadvantaged666613486153393626038
English Learners779712114937976615639
World History II Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students2788611222916991991729
Female218564151890721012877513
Male339158926936772694696
Asian471005303710063047100530
Black862543810625238-818119
Hispanic2594696219574513887513
White2788611221927181991729
Two or more races258156193890521021100790
Students with Disabilities17675033<<<<18735527
Economically Disadvantaged11746326982741810817119
English Learners<<<<<100<0<100<0
Geography Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students<100<0<100<0
Male<100<0<100<0
White<100<0<100<0
Civics & Econ Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students308757133188571227876013
Female298859123088581223846116
Male318755133187561331905910
American Indian<<<<<100<0
Asian62902910631003706795295
Black36866321970523014725928
Hispanic196950311876592428805220
White318857123089591126876113
Two or more races36100640428846122494706
Students with Disabilities6453955-1818825403560
Economically Disadvantaged14756025972632811726128
English Learners<<<<850425025835817
VA Studies Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students488739134687411346874113
Female458539154588421343864314
Male519039104786401448873913
Asian7810022085951058197163
Black357438263981421940844416
Hispanic36865014288456165094446
White488840124687411345864114
Two or more races558227184587421330835317
Students with Disabilities134836521956374415564144
Economically Disadvantaged287547252777502324755125
English Learners308050202679532144100560
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Percent of Kindergarten Students Meeting Literacy Benchmarks

All Kindergartners

Elementary schools use Virginia Department of Education-approved diagnostic assessments to measure children’s knowledge of the following literacy fundamentals: phonological awareness, alphabet recognition, concept of word, knowledge of letter sounds and spelling. These assessments provide a direct means of matching literacy instruction to specific literacy needs and provide a means of identifying children who are behind in their acquisition of these skills and therefore eligible for services through the commonwealth’s Early Intervention Reading Initiative.

 

2014-20152015-20162016-2017
Percent of Kindergarten Students Meeting Literacy BenchmarksDivision: 89.16 State: 90.38Division: State:Division: State:

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

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

Enrollment

Fall Membership by Grade

Grade2014-20152015-20162016-2017
Pre-kindergarten234244195
Kindergarten753782717
Grade 1731732758
Grade 2814745711
Grade 3695791740
Grade 4731691799
Grade 5672711687
Grade 6746690743
Grade 7648741683
Grade 8744646738
Grade 9820799705
Grade 10723786758
Grade 11737699774
Grade 12655718666
Total Students9,7039,7759,674
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 Students970397759674
Female470547244691
Male499850514983
American Indian17119
Asian374381380
Black454462439
Hispanic398455493
Native Hawaiian232
White813481057959
Two or more races324358392
Students with Disabilities800859880
Not Students with Disabilities890389168794
Economically Disadvantaged357633693418
Not Economically Disadvantaged612764066256
English Learners274256310
Not English Learners942995199364
Homeless627240
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 StudentsDivision417271305307
State4917234247347693750052232
FemaleDivision229122103122
State268261510012453531829806
MaleDivision188149202185
State2234619147223158431761426
American IndianDivision<<<<0<
State110112125285
AsianDivision2260000
State44281223901613062
BlackDivision11262032
State78991054114312301412964
HispanicDivision15141020
State44244511381851536311
Native HawaiianDivision<<<<0<
State71410193
WhiteDivision357220275245
State300171650814345631731798
Two or more racesDivision1040010
State222313111283715989
Students with DisabilitiesDivision43830030
State946530734751091062120
Economically DisadvantagedDivision57123203245
State921814810194032821221221
English LearnersDivision<<<<<<
State448206829417117888
HomelessDivision492031
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 Students76071894.572395.1303.9
Female37836195.536496.3123.2
Male38235793.535994184.7
American Indian0<100<10000
Asian28281002810000
Black443988.63988.636.8
Hispanic323093.83093.826.3
Native Hawaiian0<100<10000
White63860494.760995.5243.8
Two or more races151493.31493.316.7
Students with Disabilities757296729634
Economically Disadvantaged23220086.220387.52410.3
English Learners0<<<<<<
Homeless191578.91578.9315.8
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Gap Group 1 = Students with Disabilities, English Language Learners, Economically Disadvantaged Students (unduplicated)
Gap Group 2 = Black Students
Gap Group 3 = Hispanic Students
Unduplicated = Students are able to be in two gap groups

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

Advanced Program Information
Count/Percentage
Program Type2014-20152015-20162016-2017
Advanced Placement Test Taken547 / 18.64%596 / 19.85%584 / 20.12%
Advanced Placement Course Enrollment678 / 23.1%748 / 24.92%793 / 27.32%
Dual Enrollment717 / 24.43%744 / 24.78%683 / 23.53%
Governor’s School Enrollment12 / .41%14 / .47%14 / .48%
IB Course Enrollment - - -
Senior Enrolled in IB Program - - -
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

Postsecondary Enrollment

2014-2015 Postsecondary Enrollment: All Students

Postsecondary enrollment reports show the number and percent of Virginia high school graduates who enrolled in an institution of higher education within sixteen months of graduating from high school. In keeping with federal reporting requirements, postsecondary enrollment reports only include students who earned an Advanced Studies Diploma, International Baccalaureate Diploma or Standard Diploma; students who earned other Virginia Board of Education-approved diplomas are not counted as graduates in the calculation. Reports are available at the state, division and school levels for all students and for student subgroups.

The data represent the best available estimates at this time of postsecondary enrollment. There is currently no definitive source of all postsecondary enrollment records by state, division or school. Virginia Department of Education and external researchers have determined that the best available estimates contained in the postsecondary enrollment reports are likely underestimates, but capture at least 88 percent of Virginia public high school graduates’ postsecondary enrollments.

2014-2015 FGI cohort year (students entering high school in 2011)
Total number of students in the cohort earning a federally recognized high school diplomaStudents who enrolled in any Institution of Higher Education (IHE) within 16 months of earning a federally recognized high school diploma
TypeTotalTotal HERemaining Percent
All StudentsDivision62144528
State800255757828
FemaleDivision32724625
State404623112623
MaleDivision29419932
State395632645233
American IndianDivision0<100
State25416535
AsianDivision181611
State5267459213
BlackDivision301647
State171671128134
HispanicDivision171041
State8077522035
WhiteDivision53438927
State457593374926
Two or more racesDivision191142
State3387249826
Students with DisabilitiesDivision341653
State5663303146
Economically DisadvantagedDivision1639244
State224061294542
LEGEND < = A group below state definition for personally identifiable results. - = no data available for that group This report provides the best available estimates about college enrollment according to the National Student Clearinghouse. For more information, see the answers to Frequently Asked Questions about this report at: http://www.doe.virginia.gov/school_finance/arra/stabilization/reported_data/assurance_c/faq_c11.pdf. Students who attended schools that do not participate in NSC are not included in the number or percent of students enrolled in an IHE. Federally recognized high school diplomas include Standard, Advanced Studies, or International Baccalaureate (IB) diplomas. Most subgroups are based on students' most recent status.

Career & Technical Education

Students Earning One or More CTE Credentials: All Students

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

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

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

Career and Technical Education
Count
2014-20152015-20162016-2017
CTE CompletersDivision343424345
 State392914240439528
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 Students46981163878.7%
2014-2015
Number of Test TakersNumber of Tests TakenNumber of Tests with Qualifying ScoresPercentage of Tests Passed
All Students45785368680.4%
2015-2016
Number of Test TakersNumber of Tests TakenNumber of Tests with Qualifying ScoresPercentage of Tests Passed
All Students47382963176.1%
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
66.967.167.3

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
2012-20134,467.004,780.00681.00
2013-20144,547.004,873.00664.00
2014-20154,727.005,158.00685.00

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 2016-2017 School Year:

Daily attendance is critical to success in school. A student is considered chronically absent if he or she misses two or more instructional days per month (18 days, or 10 percent of a 180-day school year) regardless of whether the absences are excused or unexcused. According to the U.S. Department of Education:

  • Children who are chronically absent in preschool, kindergarten, and first grade are much less likely to read on grade level by the third grade.
  • Students who can’t read at grade level by the third grade are four times more likely to drop out of high school.
  • By high school, regular attendance is a better dropout indicator than test scores.
  • A student who is chronically absent in any year between the eighth and twelfth grade is seven times more likely to drop out of school.
Absenteeism by Subgroup
2013-20142014-20152015-20162016-2017
Subgroup0%-10%10%-15%15%-20%20+%0%-10%10%-15%15%-20%20+%0%-10%10%-15%15%-20%20+%0%-10%10%-15%15%-20%20+%
All Students9044474172333905646119728589665702193348980551209300
Female437625875174440422510314443312841101474361271105148
Male46682169715946522369414146352861091874619280104152
American Indian2410017001101005410
Asian354125438592338513363801652
Black426361220418351623423362019398371223
Hispanic36319918386211010429311115457291316
Native Hawaiian0000000000000000
White7576388138281754037816323873844631762837364444167237
Two or more races296188103081861033226911374211122
Students with Disabilities6905126557227532397551083865788844461
Economically Disadvantaged3044336127262317231016221929533741672623034379160235
English Learners319176727516692731251134120510
Homeless102331940111302738110351837109411647
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Attendance Rate

Attendance Rate: All Students

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

Attendance Rate
Subgroup2014-20152015-20162016-2017
All Students95.5995.395.34
Female95.5395.395.34
Male95.6695.2995.34
American Indian95.4993.9791.65
Asian97.5497.2997.43
Black94.8594.994.81
Hispanic95.4494.8695.36
Native Hawaiian99.2797.5197.57
White95.5495.2495.28
Two or more races95.9695.5195.15
Students with Disabilities93.8193.3893.14
Economically Disadvantaged93.6193.1193.33
English Learners95.6895.7296.02
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 Offenses96
Technology Offenses<
Offenses Against Student51
Offenses Against Staff22
Weapons Offenses14
Property Offenses17
All Other Offenses34
Other Offenses Against Persons307
Disorderly or Disruptive Behavior Offenses539
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 Indian0.2060.150.1750.220.1130.5
Asian3.6310.313.8540.453.8981
Black4.8759.544.6797.874.7267.5
Hispanic4.0321.854.1022.924.6553
Native Hawaiian0.0510.0210.031
White84.00786.3183.8384.9482.91682.83
Two or more races3.1991.853.3393.63.6625.17
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

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 Indian0.2060.1750.113
Asian3.6313.8543.898
Black4.8754.6794.726
Hispanic4.0324.1024.655
Native Hawaiian0.0510.0210.031
White84.00710083.8382.916100
Two or more races3.1993.3393.662
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 Indian0.2060.1750.113
Asian3.6313.8543.898
Black4.8754.6794.726
Hispanic4.0324.1024.655
Native Hawaiian0.0510.0210.031
White84.00783.8310082.916100
Two or more races3.1993.3393.662
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Free and Reduced Meal Eligibility

Free and Reduced Meal Eligibility:

School divisions that choose to take part in the National School Lunch Program get cash subsidies and donated commodities from the U.S. Department of Agriculture for each meal they serve. In return, they must serve lunches that meet Federal requirements, and they must offer free or reduced-price lunches to eligible children. The School Breakfast Program operates by supporting breakfasts in the same manner as the National School Lunch Program.

 

At the beginning of each school year, letters and meal applications are distributed to households of children attending school. This letter informs households that school nutrition programs are available and that free and reduced-price meals are available based on income criteria. Applications have been eliminated totally in divisions that implement the community eligibility provision for all schools within the division.

Children from families with incomes at or below 130 percent of the poverty level are eligible for free meals. Those between 130 percent and 185 percent of the poverty level are eligible for reduced-price meals, for which students can be charged no more than 40 cents for lunch and 30 cents for breakfast. All other students pay the full price for meals.

See the Virginia Department of Education website for more information about school nutrition programs.

Free and Reduced Meal Eligibility
 2014-20152015-20162016-2017
 PercentagePercentagePercentage
All Students37.3936.1436.03
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Free and Reduced Breakfast Participation of Eligible Students

Free and Reduced Breakfast Participation of Eligible Students :

The above pie graph displays the average daily percentage of students eligible for free or reduced-price meals who participated in the U.S. Department of Agriculture School Breakfast Program. The School Breakfast Program is a federally assisted meal program that provides nutritious breakfast meals to students. The Virginia Department of Education administers the program at the state level and school divisions administer the program at the local level.

Participation in the School Breakfast Program has been linked increased achievement, reduced absenteeism and tardiness, fewer disciplinary problems, and better student health.

Breakfast menus must provide one-fourth of the daily recommended levels for protein, calcium, iron, Vitamin A, Vitamin C and calories. Participating schools must serve breakfasts that meet Federal nutrition standards – one quarter of daily recommended levels of protein, calcium, iron, vitamins A and C and calories – and must provide free and reduced-price breakfasts to eligible children.

The No Kid Hungry Virginia campaign and the Virginia 365 Project are key state initiatives to increase participation in school nutrition programs and eliminate childhood hunger.

 

Free and Reduced Breakfast Participation
 2014-20152015-20162016-2017
 PercentagePercentagePercentage
All Students33.7335.7840.72
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Free and Reduced Lunch Participation of Eligible Students

Free and Reduced Lunch Participation of Eligible Students:

The above pie graph displays the average daily percentage of students eligible for free or reduced-price meals who participated in the U.S. Department of Agriculture School Lunch Program.

School divisions that take part in the National School Lunch Program get cash subsidies and donated food items from the U.S. Department of Agriculture for each meal served. In return, schools must serve lunches that meet federal requirements, and must offer free or reduced-price lunches to eligible children.

Studies show that well-nourished students are better learners. The No Kid Hungry Virginia campaign and the Virginia 365 Project are key state initiatives to increase participation in school nutrition programs and eliminate childhood hunger.

 

Free and Reduced Lunch Participation
 2014-20152015-20162016-2017
 PercentagePercentagePercentage
All Students69.8867.9969.78
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Teacher Quality

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Student-Teacher Ratio

2015-2016 Grades K-7 Student Teacher Ratio: 16.77 : 1

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

2015-2016 Grades 8-12 Student Teacher Ratio: 9.43 : 1

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

Provisionally Licensed Teachers

Provisionally Licensed Teachers
 2015-20162016-2017
Provisional2%4%
Provisional Special Education1%1%
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

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

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

Percentage of Core Academic Classes Taught by Teachers Not Meeting the Federal Definition of Highly Qualified
 2014-20152015-20162016-2017
Division
All Schools--2%
High Poverty-1%1%
Low Poverty--1%
State
All Schools100%1%1%
High Poverty100%2%2%
Low Poverty100%1%1%
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

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

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

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

Teacher Educational Attainment

Teacher Educational Attainment: 2016-2017

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

Teacher Educational Attainment
 Bachelor's DegreeMaster's DegreeDoctoral DegreeOther
2014-201539%59%1%1%
2015-201640%57%1%2%
2016-201742%56%1%1%
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
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