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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
Accredited4

Federal Graduation Indicator

Federal Graduation Indicator: All Students

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

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

Federal Graduation Indicator
Student SubgroupType2014-20152015-20162016-2017
All StudentsDivision889089
 Virginia858687
FemaleDivision979294
 Virginia898990
MaleDivision808883
 Virginia828384
American IndianDivision100<100
 Virginia848481
AsianDivision100100100
 Virginia909293
BlackDivision918688
 Virginia797981
HispanicDivision100100100
 Virginia767675
Native HawaiianDivision100
 Virginia899292
WhiteDivision859187
 Virginia899091
Two or more racesDivision10085100
 Virginia888989
Students with DisabilitiesDivision647443
 Virginia535354
Economically DisadvantagedDivision807684
 Virginia757578
English LearnersDivision<100
 Virginia676762
Gap Group 2Division918688
 Virginia797981
Gap Group 3Division100100100
 Virginia767675
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Assessments

Student Achievement by Proficiency Level

Reading

Reading Performance: All Students

Virginia students are assessed annually in reading in grades 3-8 and once in high school with an end-of-course reading test. Use the drop down menu above the chart to view the results for a specific reading test. Use the menu below the chart to select assessment results for a specific group of students.

Virginia’s English Standards of Learning prepare students to participate in society as literate citizens, equipped with the ability to communicate effectively in their communities, in the workplace, and in postsecondary education. As students progress, they become active and involved listeners and develop a full command of the English language, evidenced by their use of standard English and their growing spoken and written vocabularies.

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

Overall Student Performance: Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students208564151883661718826418
Female218766132087671320866614
Male198263181680652016796221
American Indian108070205898411694886
Asian3395625301007001995765
Black9736427668623210706030
Hispanic238461161984651618755725
White228664141986661420846516
Two or more races148470161579652116796321
Students with Disabilities115039501050415010463654
Economically Disadvantaged107463261169583112736127
English Learners<100<0108070206635638
Grade 3 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students268761131884661622826118
Female26946862590651022826018
Male257955211278672222836118
American Indian<100<0<<<<<100<0
Asian<100<0<100<0<100<0
Black13776523964553620806020
Hispanic<100<01486711425563144
White278761132086661422846316
Two or more races<<<<<100<020876713
Students with Disabilities43833631350385020513149
Economically Disadvantaged147460261069593114685532
English Learners<100<0<<<<<<<<
Grade 4 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students228361171681651926886212
Female30815119168670142992638
Male138471161676612424856115
American Indian<<<<<100<0<100<0
Asian<100<0<100<0<<<<
Black550455036360379736427
Hispanic208060201090801024866214
White25866214188466162991639
Two or more races17927581864453625755025
Students with Disabilities16624638657514310655535
Economically Disadvantaged187659241064543611857415
English Learners<100<0<<<<<100<0
Grade 5 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students328755132584601626835717
Female29926383387541333905710
Male348449161582671820775623
American Indian<100<0<100<0<100<0
Asian<100<0<100<0<100<0
Black2294726457524316725628
Hispanic<100<04573272727825518
White358752132789611128845616
Two or more races-7979211577622310908010
Students with Disabilities19422358135845432525048
Economically Disadvantaged167862221476632421684732
English Learners<100<0<100<0<<<<
Grade 6 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students217857223086561418796121
Female167559252890611023846216
Male268156193183521712726028
American Indian<<<<<100<0<<<<
Asian<<<<<100<0<100<0
Black15675233177256285484352
Hispanic10504050<<<<13675333
White248258183187561321836217
Two or more races-707030-929288696231
Students with Disabilities14503650163620645292471
Economically Disadvantaged77467261567523315725728
Grade 7 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students218362171887691320886812
Female23856215188870122393707
Male208262181886681417836617
American Indian<<<<<100<0<100<0
Asian<100<0<100<0<100<0
Black4646036979702117786122
Hispanic<<<<<<<<<100<0
White248763132089691120896911
Two or more races10807020<<<<13736027
Students with Disabilities-3737631466523417462954
Economically Disadvantaged75952412077572311716129
Grade 8 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students138268181373602713715829
Female178870131176652411716029
Male117867221570553015715629
American Indian<100<0<100<0<100<0
Asian<100<0<100<0<100<0
Black4747026-44445610554545
Hispanic<100<0<<<<<<<<
White138168191576612414735927
Two or more races<<<<<<<<<<<<
Students with Disabilities17503350429257110413159
Economically Disadvantaged9665734451474910584843
EOC English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students59287868984113858215
Female795895793877291909
Male489851158681145797421
American Indian<100<0<100<0<100<0
Asian<100<0<100<0<100<0
Black491879-929283848116
Hispanic<100<09100910-767624
White59287858883123858215
Two or more races17927582791649<100<0
Students with Disabilities3625938450465010382862
Economically Disadvantaged-898911-8181194817719
English Learners<100<0<<<<
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Writing

Writing Performance: All Students

Virginia public school students assessed in writing in grade 8 and once in high school with an end-of-course writing test. Prior to 2014, students also took a writing test in grade 5. Use the drop down menu above the chart to select a specific writing test. Use the menu below the chart to select assessment results for a specific group of students.

Virginia’s English Standards of Learning prepare students to participate in society as literate citizens, equipped with the ability to communicate effectively in their communities, in the workplace, and in postsecondary education. As students progress, they become active and involved listeners and develop a full command of the English language, evidenced by their use of standard English and their growing spoken and written vocabularies.

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

Overall Student Performance: Writing Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students198061201980612019796021
Female248864122487631320846416
Male147459261675592517735627
American Indian<<<<<<<<<<<<
Asian<100<0<100<0<<<<
Black664573656964319726328
Hispanic2193717298657144656235
White198162192181611921816019
Two or more races358550152782551811726128
Students with Disabilities7383162542375813422958
Economically Disadvantaged11685732762553811685632
Grade 8 Writing Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students187153291877592320705030
Female228058202085651520745426
Male156450361670543019654635
American Indian<<<<<<<<<<<<
Asian<100<0<100<0<<<<
Black10433357-48485210554545
Hispanic<<<<20705030<<<<
White177356272080602023745126
Two or more races<<<<<<<<<<<<
Students with Disabilities1432186873831629251675
Economically Disadvantaged14574343960514014523848
EOC Writing Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students208969112184631618866814
Female2694686278962112094746
Male148369171680642016796321
American Indian<100<0<100<0<100<0
Asian<100<0<100<0<100<0
Black4817719108777138867814
Hispanic<100<0361006406767124
White218968112183621720876813
Two or more races298657143877382320806020
Students with Disabilities-434357345425515554045
Economically Disadvantaged1079692146562359807020
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 Students208667142085651517836617
Female188869122087671316856815
Male218464162084641618816319
American Indian19816219148671141392798
Asian40965643392588995865
Black976672477567256726628
Hispanic238562151790731021826118
White218867122387641319846616
Two or more races168266181182711816776123
Students with Disabilities10594841125442469524348
Economically Disadvantaged108272181376632412746226
English Learners<100<0189173915756025
Grade 3 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students218362171881631913725928
Female21846216218362178706130
Male208262181580652016735727
American Indian<100<0<100<0<100<0
Asian<100<0<<<<<100<0
Black136350384575243-646436
Hispanic<<<<1986671421644336
White218564152083631713736027
Two or more races<100<0<100<013604740
Students with Disabilities4635838175438469342666
Economically Disadvantaged1278662210716129-565644
English Learners<100<0<<<<<<<<
Grade 4 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students2793657399455629896011
Female2992638369559527906310
Male2694696419352731885812
American Indian<100<0<100<0<<<<
Asian<100<0<100<0<100<0
Black138774131390771014735927
Hispanic301007002010080014100860
White3192628449551533905810
Two or more races171008301882641825835817
Students with Disabilities167458262778512212614839
Economically Disadvantaged22967542890621023815719
English Learners<100<0<100<0<100<0
Grade 5 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students398850123084541628865814
Female35925783583481727886012
Male418544152486611428855615
American Indian<100<0<<<<<100<0
Asian<100<0<100<0<100<0
Black229472696859326726628
Hispanic<100<027916492791649
White408848123485511530885712
Two or more races217957211585691540905010
Students with Disabilities20482852548435310625238
Economically Disadvantaged198465162583581721826118
English Learners<100<0<100<0<100<0
Grade 6 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students19856715149077109857615
Female18836617109180912877513
Male20876813179074106827618
American Indian<<<<<100<0<<<<
Asian<<<<<100<0<100<0
Black15745926-787822-676733
Hispanic-707030<100<0-838317
White21886712169276812867414
Two or more races<<<<109080108100920
Students with Disabilities17553845115241483474553
Economically Disadvantaged2817919137461267817419
Grade 7 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students278255182579542120866614
Female24815719238258182291699
Male308252182676502418816419
American Indian<<<<<<<<<100<0
Black4686432661553916745826
Hispanic<<<<20907010<100<0
White308454162881531920886912
Two or more races<<<<<<<<13675333
Students with Disabilities44441561448345217503350
Economically Disadvantaged137259281367533316614539
Grade 8 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students579732117170293484552
Female394906-7575252474553
Male671652926664344484452
American Indian<<<<<100<0<100<0
Black-676733-5353475474253
Hispanic<100<0<100<0<<<<
White481771917170293494751
Two or more races<<<<<<<<<<<<
Students with Disabilities20604040444405612311969
Economically Disadvantaged-707030-5555454444056
Algebra I Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students79487688980111291799
Female6958959928381195845
Male892848886781412877513
American Indian<100<0<100<0<100<0
Asian<100<0<100<0<100<0
Black394916-848416-91919
Hispanic-808020<<<<13816919
White89587510918191491779
Two or more races9827318-676733<<<<
Students with Disabilities-7878223535047-727228
Economically Disadvantaged39490658277184858015
English Learners<100<0<<<<
Geometry Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students37774231282711810796921
Female182811898778139786922
Male57268281578632211806920
American Indian<<<<<<<<<100<0
Asian<100<0<100<0<100<0
Black-6161396777123-747426
Hispanic<<<<17836717<<<<
White38178191283711710796921
Two or more races764573610908010<<<<
Students with Disabilities-27277374133595302570
Economically Disadvantaged363603757873228686032
Algebra II Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students24886412249470620907010
Female249267823957251892748
Male24846016269468622886612
Asian<100<0<100<0<100<0
Black178367171889711113695631
Hispanic<<<<<100<025694431
White2589641126967042195745
Two or more races18826418<<<<<100<0
Students with Disabilities<100<0<100<0<100<0
Economically Disadvantaged9776823158570159837417
English Learners<100<0<100<0
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

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 Students148571151585711516826618
Female118474161485721513816819
Male178569151685691519836517
American Indian189173968983112093737
Asian60100400131008802494716
Black575702547267284656135
Hispanic88880131280672017887113
White158671141787711318846616
Two or more races148470161686691415836818
Students with Disabilities248465274841528494051
Economically Disadvantaged10756625575702510736327
English Learners<<<<<<<<<100<0
Grade 5 Science Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students218058202478542219755625
Female177861222579542114746026
Male258156192377552324775323
American Indian<100<0<<<<<100<0
Asian<100<0<100<0<100<0
Black678722255550453595641
Hispanic<<<<456418369100910
White228058202681551922765424
Two or more races14715729159277818735527
Students with Disabilities4444056104535555433857
Economically Disadvantaged16685132107565258766824
English Learners<100<0<<<<<100<0
Grade 8 Science Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students178669141280682017786122
Female158570151079692115735927
Male198768131380672020846416
American Indian<100<0<100<0<<<<
Asian<100<0<100<0<<<<
Black14624838-6060407615439
Hispanic<100<0-808020<<<<
White178871121482681819816219
Two or more races<<<<<<<<<<<<
Students with Disabilities4423858745385510453455
Economically Disadvantaged14786422462573810706030
Biology Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students118574151187761318876913
Female985751589082101895775
Male138572151384711618826418
American Indian<100<0<100<0<100<0
Black3767224-838317-848416
Hispanic<<<<771642920907010
White138672141289771120866614
Two or more races-9191927825518<100<0
Students with Disabilities-555545-4848523403760
Economically Disadvantaged6767124482781813756325
Chemistry Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students109181916947861993747
Female690831012938072092728
Male139379721967541894756
Asian<100<0<100<0<100<0
Black88577151373602714867114
Hispanic<100<0<100<0<<<<
White109182919967741895775
Two or more races10908010<100<0<<<<
Students with Disabilities<<<<<100<0<100<0
Economically Disadvantaged4787422885771514867114
Earth Science Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students984751611918096837617
Female684781699080103797621
Male12847216129180910867614
American Indian<<<<<100<0<100<0
Asian<100<0<100<0<100<0
Black-7878224797521-545446
Hispanic-797921<100<0-808020
White1086751412928088877913
Two or more races<<<<<<<<10908010
Students with Disabilities-414159-464654-545446
Economically Disadvantaged7777023-7676242646236
English Learners<<<<<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

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 Students29916192689631124866214
Female27916492188671219836417
Male319059103090591028886012
American Indian26896311299364720876713
Asian64932974310057019100810
Black138874121282701810776723
Hispanic30966642789631125825718
White31916092890621026876213
Two or more races33925982782551829825318
Students with Disabilities126351371262503816604440
Economically Disadvantaged208363171483691717776023
English Learners<100<0<<<<27825518
VA & US History Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students1492798148671149837417
Female1093847108272185817619
Male17927481890711014867214
American Indian<100<0<<<<<100<0
Asian<100<0<100<0<100<0
Black49692448178193807720
Hispanic<100<0209070106726728
White16917591587721310857515
Two or more races71009301882641820806020
Students with Disabilities-717129-4444563535047
Economically Disadvantaged786801447369272807820
World History I Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students16856915178871127827518
Female13867414169074103787622
Male198465161886691411857415
American Indian<<<<<100<0<<<<
Asian<100<0<100<0<100<0
Black11837117108372176615539
Hispanic-82821820806020-808020
White15867114178971117878013
Two or more races4591459<<<<<<<<
Students with Disabilities3504750145440467544646
Economically Disadvantaged88072208827418-676733
World History II Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students19937471485711526886212
Female18907110877682319856715
Male1996774199374731905910
Black<100<077367279827318
Hispanic<100<0<<<<<100<0
White22927081687711327886112
Two or more races<100<0<<<<<100<0
Students with Disabilities<<<<<<<<<100<0
Economically Disadvantaged<<<<-9494650601040
Geography Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students89789319987921691759
Female129482614988521194836
Male4100960269871220886812
American Indian<100<0<100<0<100<0
Black11897811-92928<100<0
Hispanic<100<0<100<0<100<0
White799921209979115897411
Two or more races<100<0<100<0<100<0
Students with Disabilities<<<<<100<0<<<<
Economically Disadvantaged2392698496914-777723
Civics & Econ Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students33915792788611223856215
Female36935772090701018806120
Male32895711338653142891639
American Indian<100<0<100<0<100<0
Asian<100<0<100<0<100<0
Black1486711447672247857815
Hispanic<100<030906010<<<<
White339057103090591026845916
Two or more races<100<010706030<<<<
Students with Disabilities1048385245652444585442
Economically Disadvantaged268256181170603013746226
VA Studies Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students5092428519241853903710
Female4894466459045105091419
Male52903810589336755893411
American Indian<<<<<100<0<100<0
Asian<<<<<100<0<100<0
Black208565153787501329764824
Hispanic501005006010040052863314
White549339753934075792358
Two or more races408444164582361838854615
Students with Disabilities146450361477632324623838
Economically Disadvantaged34814819399253846894311
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.

 

2014-20152015-20162016-2017
Percent of Kindergarten Students Meeting Literacy BenchmarksDivision: >95 State: 90.38Division: State:Division: State:

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

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

Enrollment

Fall Membership by Grade

Grade2015-20162016-20172017-2018
Pre-kindergarten487855
Kindergarten212188228
Grade 1221220233
Grade 2198227227
Grade 3242226243
Grade 4238264238
Grade 5239261280
Grade 6221243271
Grade 7241216258
Grade 8243248224
Grade 9239257261
Grade 10254236244
Grade 11238249222
Grade 12208243260
Total Students3,0423,1563,244
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 Subgroups

2017 Fall Membership By Subgroup: Racial and Ethnic Groups

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

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

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

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

.

Fall Membership by Subgroup
Subgroup2015-20162016-20172017-2018
All Students304231563244
Female145315051583
Male158916511661
American Indian383737
Asian343134
Black303317314
Hispanic143164170
Native Hawaiian222
White237124492506
Two or more races151156181
Students with Disabilities417447445
Not Students with Disabilities262527092799
Economically Disadvantaged488432662
Not Economically Disadvantaged255427242582
English Learners232940
Not English Learners301931273204
Homeless131410
Military Connected8293122
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

College & Career Readiness

Diplomas and Completion

Class of 2017: All Students

Division

State

Most Virginia students earn either an Advanced Studies Diploma or a Standard Diploma.

To graduate with an Advanced Studies Diploma, a student must earn at least 26 standard units of credit by passing required courses and electives and at least nine verified units of credit by passing Standards of Learning end-of-course assessments in English, mathematics, science and history. Students who entered the ninth grade in 2013-2014 and afterwards must also successfully complete one virtual course.

To graduate with a Standard Diploma, a student must earn at least 22 standard units of credit by passing required courses and electives, and earn at least six verified credits by passing end-of-course SOL tests or other assessments approved by the Board of Education. Students who entered the ninth grade in 2013-2014 and afterwards must earn a board-approved career and technical education credential to graduate and successfully complete one virtual course.

The Applied Studies Diploma and Modified Standard Diploma are available for certain students with disabilities. To reduce the likelihood of division-level pie charts being suppressed to protect student privacy, these diplomas are combined with Standard Diplomas in the pie chart as “Standard and Other Diplomas.” 

Status of the Students in the 2016-2017 Cohort
Student SubgroupTypeAdvanced DiplomasStandard DiplomasOther DiplomasGED'sDropoutsOther Non-Graduates
All StudentsDivision1367463618
State4978334420271095854971970
FemaleDivision66321306
State27214151999363331873682
MaleDivision704250612
State2256919221177462536241288
American IndianDivision<<<<<<
State123127114274
AsianDivision<<<<0<
State45731128821711553
BlackDivision13131000
State79241059810702211500849
HispanicDivision630001
State47504926292891961258
Native HawaiianDivision<<<<0<
State62634043
WhiteDivision1075453415
State299871610511585831716709
Two or more racesDivision820012
State23641473934417494
Students with DisabilitiesDivision2186060
State1022603527101341172104
Economically DisadvantagedDivision7171243
State959515820159443026401137
HomelessDivision<<<<0<
State203616882523657
Military ConnectedDivision<<<<0<
State175295542122029
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 Students24321688.921990.162.5
Female1089991.710294.400
Male13511786.711786.764.4
American Indian0<<<<<<
Asian0<100<10000
Black27271002710000
Hispanic1099099000
Native Hawaiian0<100<10000
White18816688.316989.942.1
Two or more races131076.91076.917.7
Students with Disabilities322681.32681.3618.8
Economically Disadvantaged342573.52779.4411.8
Homeless0<100<10000
Military Connected0<100<10000
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Gap Group 1 = Students with Disabilities, English Language Learners, Economically Disadvantaged Students (unduplicated)
Gap Group 2 = Black Students
Gap Group 3 = Hispanic Students
Unduplicated = Students are able to be in two gap groups

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

Advanced Program Information
Count/Percentage
Program Type2014-20152015-20162016-2017
Advanced Placement Test Taken102 / 10.82%78 / 8.31%79 / 8.02%
Advanced Placement Course Enrollment101 / 10.71%78 / 8.31%83 / 8.43%
Dual Enrollment61 / 6.47%80 / 8.52%91 / 9.24%
Governor’s School Enrollment24 / 2.55%24 / 2.56%26 / 2.64%
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 StudentsDivision21912642
State800285758128
FemaleDivision1046835
State404623112723
MaleDivision1155850
State395662645433
AsianDivision0<100
State5267459213
BlackDivision181139
State171681128234
HispanicDivision0<100
State8078522135
WhiteDivision18210045
State457603375026
Two or more racesDivision11<100
State3387249826
Students with DisabilitiesDivision28<100
State5663303146
Economically DisadvantagedDivision321359
State224081294842
English LearnersDivision0<100
State5212340435
LEGEND < = A group below state definition for personally identifiable results. - = no data available for that group This report provides the best available estimates about college enrollment according to the National Student Clearinghouse. For more information, see the answers to Frequently Asked Questions about this report at: http://www.doe.virginia.gov/school_finance/arra/stabilization/reported_data/assurance_c/faq_c11.pdf. Students who attended schools that do not participate in NSC are not included in the number or percent of students enrolled in an IHE. Federally recognized high school diplomas include Standard, Advanced Studies, or International Baccalaureate (IB) diplomas. Most subgroups are based on students' most recent status.

Career & Technical Education

Students Earning One or More CTE Credentials: All Students

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

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

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

Career and Technical Education
Count
2014-20152015-20162016-2017
NOCTI AssessmentsDivision1629-
 State397141393623
State LicensuresDivision46-
 State167317901964
Industry CertificationDivision204233252
 State89541100544109590
Workplace ReadinessDivision83138218
 State336653077542313
Total Credentials EarnedDivision307406470
 State128850137248157490
Students Earning One or More CredentialsDivision266356409
 State104867109089126113
CTE CompletersDivision498090
 State392914240440516
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

Advanced Placement Participation and Achievement

AP Achievement
2013-2014
Number of Test TakersNumber of Tests TakenNumber of Tests with Qualifying ScoresPercentage of Tests Passed
All 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
 2013-20142014-20152015-2016
Percentage of fiscal year division
operating expenditures for instructional costs
66.967.668.2

Statewide Expenditures

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

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

School State - Percentage of Expenditures
 2013-20142014-20152015-2016
Percentage of fiscal year state
operating expenditures for instructional costs
66.867.166.9

Sources of Financial Support and Total Per Pupil Expenditures for Operations

Division Per-Pupil Spending

School divisions report annually on expenditures and appropriations to meet each locality’s required local effort in support of the Standards of Quality and local match requirements for incentive and lottery-funded programs. The amount by which school divisions exceed these required minimums varies based on local decisions and circumstances.

Most state support for public education is equalized to reflect each division’s capacity to support the required educational program. The Composite Index of Local Ability-to-Pay determines state and local shares of Standards of Quality costs for each division and local match requirements for incentive and lottery-funded programs. A portion of state sales tax revenues is distributed in support of public education based on school-age population estimates.

The federal government provides assistance to state and local education agencies in support of specific federal initiatives and mandates, such as instructional services for economically disadvantaged students and students with disabilities.

School Division - Per-Pupil Spending
 Local FundingStateFederal
2013-20144,563.004,260.00403.00
2014-20154,402.004,543.00423.00
2015-20164,514.004,492.00425.00

Statewide Per-Pupil Spending

The apportionment of the state funds for public education is the responsibility of the General Assembly, through the Appropriations Act. General fund appropriations serve as the mainstay of state support for the commonwealth’s public schools, augmented by retail sales and use tax revenues, state lottery proceeds, and other sources.

Counties, cities and towns comprising school divisions also support public education by providing the locality’s share to maintain an educational program meeting the commonwealth’s Standards of Quality and local match requirements for incentive and lottery-funded programs. .

While public education is primarily a state and local responsibility, the federal government provides assistance to state and local education agencies in support of specific federal initiatives and mandates.

 

State - Per-Pupil Spending
 Local FundingStateFederal
2013-20145,823.004,634.00784.00
2014-20155,950.004,802.00771.00
2015-20166,101.004,831.00812.00

Learning Climate

Percent of Students Absent

Percent of Students Absent 2016-2017 School Year:

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

  • Children who are chronically absent in preschool, kindergarten, and first grade are much less likely to read on grade level by the third grade.
  • Students who can’t read at grade level by the third grade are four times more likely to drop out of high school.
  • By high school, regular attendance is a better dropout indicator than test scores.
  • A student who is chronically absent in any year between the eighth and twelfth grade is seven times more likely to drop out of school.
Absenteeism by Subgroup
2013-20142014-20152015-20162016-2017
Subgroup0%-10%10%-15%15%-20%20+%0%-10%10%-15%15%-20%20+%0%-10%10%-15%15%-20%20+%0%-10%10%-15%15%-20%20+%
All Students284212452602845159644528381804976289417852113
Female1359642427134385301913409726321368942954
Male1483602833150274342614988323441526842359
American Indian35101334203512031306
Asian33001330003710033001
Black33914263081453303203529814915
Hispanic1235271218121288461511637
Native Hawaiian0000000000000000
White2184974241222012550352201137385722391343680
Two or more races12666412886513312281411044
Students with Disabilities35925713364341015356291223370301232
Economically Disadvantaged593392825497512120426551427373381041
English Learners21002231002401041001
Homeless31239892510428196012
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 Students95.7695.4795.07
Female95.6995.3195
Male95.8395.6195.13
American Indian94.3595.3794.19
Asian98.1197.1797.75
Black96.6696.3795.41
Hispanic95.6594.7794.9
Native Hawaiian96.4391.1384.26
White95.6895.4195.03
Two or more races95.0994.7494.96
Students with Disabilities94.6194.1393.29
Economically Disadvantaged94.6293.7793.27
English Learners97.6896.3496.15
Foster Care95.3
Military Connected95.7195.85
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Standards of Accreditation (SOA) Offenses Data

2016-2017 Offenses
 Number of Offenses
Alcohol, Tobacco, and Other Drug Offenses34
Technology Offenses<
Offenses Against Student48
Offenses Against Staff<
Weapons Offenses<
Property Offenses<
All Other Offenses<
Other Offenses Against Persons97
Disorderly or Disruptive Behavior Offenses109
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Short Term Suspensions

Short Term Suspensions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time.

A short-term suspension (10 days of less) may be imposed by a principal, an assistant principal, or a designee teacher in the principal’s absence. The principal or assistant principal must tell the student of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his version of what occurred. Notice to the parent may be oral or written, depending on local school board policy, and must include information on the length of the suspension, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired.  A parent may ask for a short-term suspension decision to be reviewed by the superintendent or his designee. Local school board policy will determine whether the superintendent’s decision is final or can be appealed to the local school board. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.

Short Term Suspensions
 2014-20152015-20162016-2017
Subgroup% Population% Short Term Suspensions% Population% Short Term Suspensions% Population% Short Term Suspensions
American Indian1.2881.431.2491.221.1721.05
Asian1.091.1180.9820.52
Black10.27417.149.96126.0210.04426.7
Hispanic4.2953.334.7014.885.1964.19
Native Hawaiian0.0660.0660.063
White78.4617077.94263.4177.59863.35
Two or more races4.5268.14.9644.474.9434.19
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Long Term Suspensions

Long Term Supensions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time.

A long-term suspension (more than 10 school days and less than 365 calendar days)  is usually imposed by a disciplinary hearing officer upon recommendation of a principal. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred. Notice to the parent (and child) must be in writing and must include information on the length of and reason for the suspension, the right to a hearing in accordance with local school board policy, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired or to attend an appropriate alternative education program approved by the school board during the suspension or after the suspension period expires. Costs for any community-based educational programs or alternative programs that are not part of the program offered by the school division are the financial responsibility of the parent. A parent has the right to appeal a long-term suspension decision in accordance with local school board policy. The appeal may first go to the local superintendent or his or her designee or to a sub-committee of the local school board; final appeal is to the full school board. The appeal must be decided by the school board within 30 days. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.

Long Term Suspensions
 2014-20152015-20162016-2017
Subgroup% Population% Long Term Suspensions% Population% Long Term Suspensions% Population% Long Term Suspensions
American Indian1.2881.2491.172
Asian1.091.1180.982
Black10.2749.099.9618.3310.04416.67
Hispanic4.2954.7018.335.1968.33
Native Hawaiian0.0660.0660.063
White78.46181.8277.94283.3377.59875
Two or more races4.5269.094.9644.943
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Expulsions

Expulsions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time.

An expulsion (removal from school for 365 calendar days) may only be imposed by a local school board. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred.  The parent (and child) must be noticed in writing of the proposed expulsion, the reasons the expulsion is being proposed, and of the right to a hearing before the school board or a sub-committee of the school board, depending on local policy. If the student is expelled, the parent is sent a written notification of the length of the expulsion and information on the availability of community-based educational, training, and intervention programs. The notice must state whether the student is eligible to return to regular school or to attend an approved alternative education program or an adult education program offered during or after the period of expulsion. The student may apply for readmission to be effective one calendar year from the date of his or her expulsion. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.

Expulsions
 2014-20152015-20162016-2017
Subgroup% Population% Expulsions% Population% Expulsions% Population% Expulsions
American Indian1.2881.2491.172
Asian1.091.1180.982
Black10.2749.96110.044
Hispanic4.2954.7015.196
Native Hawaiian0.0660.0660.063
White78.46177.94277.598
Two or more races4.5264.9644.943
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 Students21.9121.3921.31
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 Students34.4934.3235.57
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Free and Reduced Lunch Participation of Eligible Students

Free and Reduced Lunch Participation of Eligible Students:

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

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

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

 

Free and Reduced Lunch Participation
 2014-20152015-20162016-2017
 PercentagePercentagePercentage
All Students69.4372.5269.35
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Teacher Quality

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Student-Teacher Ratio

2015-2016 Grades K-7 Student Teacher Ratio: 12.79 : 1

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

2015-2016 Grades 8-12 Student Teacher Ratio: 12.59 : 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
 2015-20162016-2017
Provisional3%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
 2014-20152015-20162016-2017
Division
All Schools-1%-
High Poverty---
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
2014-201552%47%0%1%
2015-201650%49%0%1%
2016-201748%51%0%1%
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
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