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General school information

Division: New Kent County Public Schools
Address: 12003 New Kent Highway New Kent, VA 23124-0110
Superintendent: Dr. David Myers
Region: 1
Division Website (opens new window)
Schools in this Division (opens new window)

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

Performance Snapshot

Accountability

Accountability

Assessments

Assessments

Enrollment

Enrollment

College & Career Readiness

College & Career Readiness

Finance

School Finance

Learning Climate

Learning Climate

Teacher Quality

Teacher Quality


Accountability

Accreditation Status

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

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

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

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

Total Number of Schools4
Fully Accredited4

Federal Graduation Indicator

Federal Graduation Indicator: All Students

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

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

Federal Graduation Indicator
Student SubgroupType2013-20142014-20152015-2016
All StudentsDivision868890
 Virginia848586
FemaleDivision909792
 Virginia888989
MaleDivision828088
 Virginia818283
American IndianDivision100100<
 Virginia788484
AsianDivision100100100
 Virginia909092
BlackDivision899186
 Virginia777979
HispanicDivision100100100
 Virginia767676
WhiteDivision858591
 Virginia898990
Two or more racesDivision7010085
 Virginia898889
Students with DisabilitiesDivision456474
 Virginia525353
Economically DisadvantagedDivision768076
 Virginia747575
Gap Group 2Division899186
 Virginia777979
Gap Group 3Division100100100
 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 Students167963212085641518836617
Female178266182187661320876713
Male157560251982631816806520
American Indian14675233108070205898411
Asian6726728339562530100700
Black564593697364276686232
Hispanic187961212384611619846516
Native Hawaiian<100<0<100<0
White178164192286641419866614
Two or more races127058301484701615796521
Students with Disabilities74639541150395010504150
Economically Disadvantaged86659341074632611695831
English Learners<<<<<100<010807020
Grade 3 English Reading Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students126755332687611318846616
Female16755925269468625906510
Male75750432579552112786722
American Indian<<<<<100<0<<<<
Asian<<<<<100<0<100<0
Black4464254137765239645536
Hispanic10706030<100<014867114
White147056302787611320866614
Two or more races-646436<<<<<100<0
Students with Disabilities3454255438336313503850
Economically Disadvantaged75750431474602610695931
English Learners<<<<<100<0<<<<
Grade 4 English Reading Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students248360172283611716816519
Female218968113081511916867014
Male257954211384711616766124
American Indian<100<0<<<<<100<0
Asian<<<<<100<0<100<0
Black-60604055045503636037
Hispanic<<<<2080602010908010
White298960112586621418846616
Two or more races-585842179275818644536
Students with Disabilities8544646166246386575143
Economically Disadvantaged96557351876592410645436
English Learners<<<<<100<0<<<<
Grade 5 English Reading Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students338047203287551325846016
Female33814819299263833875413
Male327947213484491615826718
American Indian<100<0<100<0<100<0
Asian<<<<<100<0<100<0
Black1467523322947264575243
Hispanic27734527<100<045732727
White358348173587521327896111
Two or more races<<<<-79792115776223
Students with Disabilities165640441942235813584543
Economically Disadvantaged167761231678622214766324
English Learners<<<<<100<0<100<0
Grade 6 English Reading Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students117262282178572230865614
Female107464261675592528906110
Male117160292681561931835217
American Indian<<<<<<<<<100<0
Asian<100<0<<<<<100<0
Black-5252481567523317725628
Hispanic<<<<10504050<<<<
White127563252482581831875613
Two or more races18644536-707030-92928
Students with Disabilities42723731450365016362064
Economically Disadvantaged5454055774672615675233
Grade 7 English Reading Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students208263182183621718876913
Female24936972385621518887012
Male177558252082621818866814
American Indian<<<<<<<<<100<0
Asian<100<0<100<0<100<0
Black868603246460369797021
Hispanic<100<0<<<<<<<<
White198464162487631320896911
Two or more races<100<010807020<<<<
Students with Disabilities18432557-37376314665234
Economically Disadvantaged10695931759524120775723
Grade 8 English Reading Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students97567251382681813736027
Female87769231788701311766524
Male107464261178672215705530
American Indian<<<<<100<0<100<0
Asian<100<0<100<0<100<0
Black56862324747026-444456
Hispanic9736427<100<0<<<<
White97868221381681915766124
Two or more races<<<<<<<<<<<<
Students with Disabilities6292471175033504292571
Economically Disadvantaged475712596657344514749
EOC English Reading Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students58984115928786898411
Female691859795895793877
Male487821348985115868114
American Indian<<<<<100<0<100<0
Asian<<<<<100<0<100<0
Black4878313491879-92928
Hispanic<100<0<100<09100910
Native Hawaiian<100<0<100<0
White68984115928785888312
Two or more races-85851517927582791649
Students with Disabilities-65653536259384504650
Economically Disadvantaged5837817-898911-818119
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 Students187860221980612019806120
Female228361172488641224876313
Male147359271474592616755925
American Indian<<<<<<<<<<<<
Asian<<<<<100<0<100<0
Black767593366457365696431
Hispanic7605340219371729865714
White198161191981621921816119
Two or more races257954213585501527825518
Students with Disabilities643375773831625423758
Economically Disadvantaged10695931116857327625538
Grade 8 Writing Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students137259281871532918775923
Female157864222280582020856515
Male116554351564503616705430
American Indian<<<<<<<<<<<<
Asian<100<0<100<0<100<0
Black669643110433357-484852
Hispanic9554545<<<<20705030
White137461261773562720806020
Two or more races<<<<<<<<<<<<
Students with Disabilities6383262143218687383162
Economically Disadvantaged6706430145743439605140
EOC Writing Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students198566152089691121846316
Female25906510269468627896211
Male148166191483691716806420
American Indian<<<<<100<0<100<0
Asian<<<<<100<0<100<0
Black9746526481771910877713
Hispanic<<<<<100<036100640
White218766132189681121836217
Two or more races238562152986571438773823
Students with Disabilities2514949-4343573454255
Economically Disadvantaged13746226107969214656235
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 Students197860222086671420856515
Female177962211888691220876713
Male207757232184641620846416
American Indian117463261981621914867114
Asian3386521440965643392588
Black1266533497667247756725
Hispanic218160192385621517907310
Native Hawaiian<100<0<100<0
White198060202188671223876413
Two or more races168064201682661811827118
Students with Disabilities84941511059484112544246
Economically Disadvantaged106858321082721813766324
English Learners<<<<<100<01891739
Grade 3 Mathematics Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students137057302183621718816319
Female147156292184621621836217
Male127057302082621815806520
American Indian<<<<<100<0<100<0
Asian<<<<<100<0<<<<
Black4585442136350384575243
Hispanic<<<<<<<<19866714
White167357272185641520836317
Two or more races-454555<100<0<100<0
Students with Disabilities12392761463583817543846
Economically Disadvantaged76154391278662210716129
English Learners<<<<<100<0<<<<
Grade 4 Mathematics Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students459347727936573994556
Female449450629926383695595
Male479245826946964193527
American Indian<100<0<100<0<100<0
Asian<<<<<100<0<100<0
Black357742231387741313907710
Hispanic<100<03010070020100800
White499546531926284495515
Two or more races201008001710083018826418
Students with Disabilities166448361674582627785122
Economically Disadvantaged30805020229675428906210
English Learners<100<0<100<0<100<0
Grade 5 Mathematics Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students388244183988501230845416
Female37834617359257835834817
Male398142194185441524866114
American Indian<100<0<100<0<<<<
Asian<100<0<100<0<100<0
Black3367333322947269685932
Hispanic36733627<100<02791649
White398445164088481234855115
Two or more races<<<<2179572115856915
Students with Disabilities12645236204828525484353
Economically Disadvantaged166650341984651625835817
English Learners<100<0<100<0<100<0
Grade 6 Mathematics Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students187759231985671514907710
Female13756125188366171091809
Male238057202087681317907410
American Indian<<<<<<<<<100<0
Asian<100<0<<<<<100<0
Black545415515745926-787822
Hispanic<<<<-707030<100<0
White20816119218867121692768
Two or more races20705030<<<<10908010
Students with Disabilities45046501755384511524148
Economically Disadvantaged7665934281791913746126
Grade 7 Mathematics Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students248158192782551825795421
Female25916692481571923825818
Male237552253082521826765024
American Indian<<<<<<<<<<<<
Asian<100<0<100<0<<<<
Black1771542946864326615539
Hispanic<100<0<<<<20907010
White238258183084541628815319
Two or more races<100<0<<<<<<<<
Students with Disabilities22482652444415614483452
Economically Disadvantaged107565251372592813675333
Grade 8 Mathematics Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students253524757973211717029
Female-626238394906-757525
Male344405667165292666434
American Indian<<<<<<<<<100<0
Black-555545-676733-535347
Hispanic<<<<<100<0<100<0
White254524648177191717029
Two or more races<100<0<<<<<<<<
Students with Disabilities6211579206040404444056
Economically Disadvantaged-575743-707030-555545
Algebra I Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students48783137948768898011
Female593887695895992838
Male48379178928488867814
American Indian<100<0<100<0<100<0
Asian<100<0<100<0<100<0
Black6817519394916-848416
Hispanic<100<0-808020<<<<
White38885138958751091819
Two or more races138773139827318-676733
Students with Disabilities-686832-7878223535047
Economically Disadvantaged58479163949065827718
Geometry Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students4726828377742312827118
Female469653118281189877813
Male4757125572682815786322
American Indian<<<<<<<<<<<<
Asian<<<<<100<0<100<0
Black4646136-6161396777123
Hispanic<<<<<<<<17836717
Native Hawaiian<100<0
White4736927381781912837117
Two or more races18826418764573610908010
Students with Disabilities-464654-2727737413359
Economically Disadvantaged-54544636360375787322
English Learners<<<<<100<0
Algebra II Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students17816419248864122494706
Female1481661924926782395725
Male20816119248460162694686
American Indian<<<<<<<<
Asian<100<0<100<0<100<0
Black136047401783671718897111
Hispanic<<<<<<<<<100<0
Native Hawaiian<100<0<100<0
White17836617258964112696704
Two or more races<100<018826418<<<<
Students with Disabilities<<<<<100<0<100<0
Economically Disadvantaged11796821977682315857015
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 Students148368171485711515857115
Female128371171184741614857215
Male168266181785691516856915
American Indian2067473318917396898311
Asian247653246010040013100880
Black673672757570254726728
Hispanic11786722888801312806720
Native Hawaiian<<<<<100<0<100<0
White158469161586711417877113
Two or more races188769131484701616866914
Students with Disabilities347445324846527484152
Economically Disadvantaged8756725107566255757025
English Learners<<<<<<<<<<<<
Grade 5 Science Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students187557252180582024785422
Female167459261778612225795421
Male217655242581561923775523
American Indian<<<<<100<0<<<<
Asian<<<<<100<0<100<0
Black1057484367872225555045
Hispanic9554545<<<<45641836
White208060202280582026815519
Two or more races<<<<147157291592778
Students with Disabilities4292571444405610453555
Economically Disadvantaged116655341668513210756525
English Learners<<<<<100<0<<<<
Grade 8 Science Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students138370171786691412806820
Female88577151585701510796921
Male188163191987681313806720
American Indian<<<<<100<0<100<0
Asian<100<0<100<0<100<0
Black878702214624838-606040
Hispanic9827318<100<0-808020
White138470161788711214826818
Two or more races<100<0<<<<<<<<
Students with Disabilities345425544238587453855
Economically Disadvantaged5807520147864224625738
Biology Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students118776131185741511877613
Female990821098575158908210
Male138370171385721513847116
American Indian<100<0<100<0<100<0
Asian<<<<<100<0
Black47268283767224-838317
Hispanic<<<<<<<<7716429
Native Hawaiian<100<0<100<0
White118877121386721412897711
Two or more races29100710-9191927825518
Students with Disabilities-505050-555545-484852
Economically Disadvantaged676692467671244827818
English Learners<100<0<100<0
Chemistry Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students2188681210918191694786
Female1484701669083101293807
Male289365713937972196754
Asian<100<0<100<0<100<0
Black8857715885771513736027
Hispanic<<<<<100<0<100<0
Native Hawaiian<<<<<100<0
White2189681110918291996774
Two or more races<100<010908010<100<0
Students with Disabilities<100<0<<<<<100<0
Economically Disadvantaged209373747874228857715
Earth Science Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students986771498475161191809
Female785781568478169908010
Male10867714128472161291809
American Indian<100<0<<<<<100<0
Asian<<<<<100<0<100<0
Black4868214-7878224797521
Hispanic<100<0-797921<100<0
Native Hawaiian<100<0
White10857515108675141292808
Two or more races<<<<<<<<<<<<
Students with Disabilities-575743-414159-464654
Economically Disadvantaged-8282187777023-767624
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 Students30875713299161926896311
Female25866114279164921886712
Male348854123190591030905910
American Indian30835217268963112993647
Asian4494506649329743100570
Black167963211388741212827018
Hispanic31865514309666427896311
Native Hawaiian<100<0<100<0<100<0
White32895711319160928906210
Two or more races22856315339259827825518
Students with Disabilities116049401263513712625038
Economically Disadvantaged187758232083631714836917
English Learners-606040<100<0<<<<
VA & US History Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students19886912149279814867114
Female12897711109384710827218
Male24866214179274818907110
American Indian<<<<<100<0<<<<
Asian<<<<<100<0<100<0
Black237755234969244817819
Hispanic<<<<<100<020907010
White19907110169175915877213
Two or more races8837517710093018826418
Students with Disabilities5565144-717129-444456
Economically Disadvantaged1684681678680144736927
English Learners<<<<
US History I Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students39884812
Female27865814
Male50893911
American Indian<100<0
Asian<100<0
Black23825918
Hispanic<<<<
White42884612
Two or more races1891739
Students with Disabilities8635438
Economically Disadvantaged15756025
World History I Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students228462161685691517887112
Female218160191386741416907410
Male238663141984651618866914
American Indian<100<0<<<<<100<0
Black107465261183711710837217
Hispanic<100<0-82821820806020
Native Hawaiian<100<0
White248561151586711417897111
Two or more races<<<<4591459<<<<
Students with Disabilities3555245350475014544046
Economically Disadvantaged1174632688072208827418
World History II Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students21846316199374714857115
Female12816919189071108776823
Male2785581519967741993747
American Indian<100<0
Asian<100<0<100<0
Black-707030<100<07736727
Hispanic<100<0<100<0<<<<
White26835817229270816877113
Two or more races<<<<<100<0<<<<
Students with Disabilities<<<<<<<<<<<<
Economically Disadvantaged7645736<<<<-94946
Geography Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students10988828978931998792
Female510095012948261498852
Male179477641009602698712
Asian<100<0<100<0
Black-100100011897811-92928
White11978737999212099791
Two or more races<100<0<100<0<100<0
Students with Disabilities<<<<<<<<<100<0
Economically Disadvantaged8928382392698496914
English Learners<100<0
US History II Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students40894911
Female39905110
Male41884712
American Indian<100<0
Asian<100<0
Black12726028
Hispanic<100<0
White4491479
Two or more races<100<0
Students with Disabilities17573943
Economically Disadvantaged33723828
Civics & Econ Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students27876013339157927886112
Female23876313369357720907010
Male318756133289571133865314
American Indian<<<<<100<0<100<0
Asian<100<0<100<0<100<0
Black19866714148671144767224
Hispanic18826418<100<030906010
White288760133390571030905910
Two or more races<100<0<100<010706030
Students with Disabilities4524848104838524565244
Economically Disadvantaged158065202682561811706030
English Learners<<<<
VA Studies Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students509141950924285192418
Female46853915489446645904510
Male5496424529038105893367
American Indian<100<0<<<<<100<0
Asian<100<0<<<<<100<0
Black338148192085651537875013
Hispanic558227185010050060100400
White529240854933975393407
Two or more races<100<04084441645823618
Students with Disabilities117968211464503614776323
Economically Disadvantaged34885412348148193992538
English Learners<100<0<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

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: 93.39 State: 91.04Division: >95 State: 91.28Division: >95 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-kindergarten615448
Kindergarten191217212
Grade 1225196221
Grade 2220244198
Grade 3222233242
Grade 4217224238
Grade 5232218239
Grade 6226245221
Grade 7214232241
Grade 8233221243
Grade 9241265239
Grade 10221234254
Grade 11238207238
Grade 12236237208
Total Students2,9773,0273,042
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 Students297730273042
Female142414321453
Male155315951589
American Indian343938
Asian333334
Black340311303
Hispanic119130143
Native Hawaiian322
White231723752371
Two or more races131137151
Students with Disabilities404414417
Not Students with Disabilities257326132625
Economically Disadvantaged596560488
Not Economically Disadvantaged238124672554
English Learners221923
Not English Learners295530083019
Homeless151513
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 StudentsDivision1256962104
State4917334246347093350192269
FemaleDivision69300122
State268261510112433531834822
MaleDivision56396182
State2234719145222758031851447
American IndianDivision<<<<0<
State110111115287
AsianDivision<<<<<<
State44281224891612962
BlackDivision1381020
State79001054014302301415981
HispanicDivision<<<<0<
State44244514381851538310
WhiteDivision95555274
State300171650514315601740817
Two or more racesDivision850000
State222313111283616089
Students with DisabilitiesDivision0146170
State946531134691091067120
Economically DisadvantagedDivision16221050
State921814811194032621251240
HomelessDivision<<<<<<
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 Students21620092.620293.5104.6
Female1049995.210096.221.9
Male11210190.210291.187.1
American Indian0<100<10000
Asian0<<<<<<
Black242291.72291.728.3
Hispanic0<100<10000
White16815592.315793.574.2
Two or more races13131001310000
Students with Disabilities282071.42175725
Economically Disadvantaged443988.63988.6511.4
Homeless0<<<<<<
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 Taken128 / 13.68%102 / 10.82%78 / 8.31%
Advanced Placement Course Enrollment133 / 14.21%101 / 10.71%78 / 8.31%
Dual Enrollment66 / 7.05%61 / 6.47%80 / 8.52%
Governor’s School Enrollment23 / 2.46%24 / 2.55%24 / 2.56%
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 StudentsDivision21815628
State807645806228
FemaleDivision1138723
State410163155223
MaleDivision1056934
State397482651033
American IndianDivision0<100
State25416635
AsianDivision0<100
State5269454514
BlackDivision292224
State175771162334
HispanicDivision10<100
State7574489435
Native HawaiianDivision0<100
State1147732
WhiteDivision15611228
State467663441226
Two or more racesDivision191237
State3210234527
Students with DisabilitiesDivision16<100
State5865307548
Economically DisadvantagedDivision281739
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-1629
 State502439714139
State LicensuresDivision-46
 State90516731790
Industry CertificationDivision187204233
 State6932189541100544
Workplace ReadinessDivision4583138
 State283493366530775
Total Credentials EarnedDivision232307406
 State103599128850137248
Students Earning One or More CredentialsDivision197266356
 State86257104867109089
CTE CompletersDivision784980
 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 Students11619011258.9%
2014-2015
Number of Test TakersNumber of Tests TakenNumber of Tests with Qualifying ScoresPercentage of Tests Passed
All Students981539864.1%
2015-2016
Number of Test TakersNumber of Tests TakenNumber of Tests with Qualifying ScoresPercentage of Tests Passed
All Students13619910150.8%
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
65.866.967.6

Statewide Expenditures

The state Board of Education prescribes the following major classifications for expenditures of school funds: instruction; administration, attendance and health; pupil transportation; operation and maintenance; school food services and other non-instructional operations; facilities, debt and fund transfers; technology; and contingency reserves.

Instructional costs include the salaries and benefits paid to teachers, teacher aides, principals, assistant principals, librarians, and guidance counselors; expenditures for textbooks; and expenditures for students to participate in regional and virtual instructional programs.

School State - Percentage of Expenditures
 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
2012-20134,166.004,127.00500.00
2013-20144,563.004,260.00403.00
2014-20154,402.004,543.00423.00

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 Students27621536179284212452602845159644528381804976
Female1324722938135964242713438530191340972632
Male1438813241148360283315027434261498832344
American Indian28320351013342035120
Asian28000330013300037100
Black3311385339142630814533032035
Hispanic107453123527121812128846
Native Hawaiian0000000000000000
White2143121436721849742412220125503522011373857
Two or more races12212341266641288651331228
Students with Disabilities32733111335925713364341015356291223
Economically Disadvantaged605643224593392825497512120426551427
English Learners19110210022310024010
Homeless2481231239892510428
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 Students95.9295.7695.47
Female95.8695.6995.31
Male95.9895.8395.61
American Indian96.2994.3595.37
Asian97.6698.1197.17
Black96.7396.6696.37
Hispanic94.7295.6594.77
Native Hawaiian90.3296.4391.13
White95.8795.6895.41
Two or more races95.5195.0994.74
Students with Disabilities94.894.6194.13
Economically Disadvantaged94.5194.6293.77
English Learners95.597.6896.34
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 Offenses25
Technology Offenses<
Offenses Against Student32
Offenses Against Staff<
Weapons Offenses<
Property Offenses11
All Other Offenses11
Other Offenses Against Persons96
Disorderly or Disruptive Behavior Offenses161
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 Indian1.1421.461.2881.431.2491.22
Asian1.1081.951.091.118
Black11.42112.6810.27417.149.96126.02
Hispanic3.9977.324.2953.334.7014.88
Native Hawaiian.101.066.066
White77.8371.2278.4617077.94263.41
Two or more races4.45.374.5268.14.9644.47
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 Indian1.1421.2881.249
Asian1.1081.091.118
Black11.42110.2749.099.9618.33
Hispanic3.9974.2954.7018.33
Native Hawaiian.101.066.066
White77.8310078.46181.8277.94283.33
Two or more races4.44.5269.094.964
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 Indian1.1421.2881.249
Asian1.1081.091.118
Black11.42110.2749.961
Hispanic3.9974.2954.701
Native Hawaiian.101.066.066
White77.8378.46177.942
Two or more races4.44.5264.964
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 Students21.7121.9121.39
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 Students31.1334.4934.32
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 Students68.2469.4372.52
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: 13.69 : 1

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

2014-2015 Grades 8-12 Student Teacher Ratio: 12.31 : 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
Provisional2%3%
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
 2013-20142014-20152015-2016
Division
All Schools1%--
High Poverty---
Low Poverty1%--
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
2013-201453%45%0%2%
2014-201553%46%0%1%
2015-201650%48%0%2%
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
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