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General school information

Division: Newport News City Public Schools
Address: 12465 Warwick Blvd Newport News, VA 23606-3041
Superintendent: Mr. Brian Nichols
Region: 2
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 Schools38
Fully Accredited21
Accreditation Denied5
Partially Accredited: Approaching Benchmark-Pass Rate1
Partially Accredited: Improving School-Pass Rate1
Partially Accredited: Warned School-Pass Rate2
Partially Accredited: Reconstituted School8

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 StudentsDivision848588
 Virginia858687
FemaleDivision878992
 Virginia898990
MaleDivision818284
 Virginia828384
American IndianDivision100100<
 Virginia848481
AsianDivision728791
 Virginia909293
BlackDivision828387
 Virginia797981
HispanicDivision828388
 Virginia767675
Native HawaiianDivision100100100
 Virginia899292
WhiteDivision889089
 Virginia899091
Two or more racesDivision867989
 Virginia888989
Students with DisabilitiesDivision574959
 Virginia535354
Economically DisadvantagedDivision838590
 Virginia757578
English LearnersDivision5962
 Virginia676762
Gap Group 2Division828387
 Virginia797981
Gap Group 3Division828388
 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 Students106858321069603111705830
Female117260281173612713736127
Male8645636866583410665634
American Indian976672497466268797221
Asian168164192188661220866714
Black660544066155397615439
Hispanic9706030971632910706030
Native Hawaiian973642777164299807020
White188265181784671619846516
Two or more races127664241477632317786122
Students with Disabilities833266773527658342666
Economically Disadvantaged659534166155397615439
English Learners448445245147495524648
Grade 3 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students11645436966573412655335
Female12695731969603113705730
Male9605040863553711615039
American Indian<<<<<<<<<<<<
Asian20856415228563152897693
Black654484655650448554745
Hispanic10675733767593312695731
Native Hawaiian<<<<<<<<<<<<
White197960211481671919816219
Two or more races157661241277652317776023
Students with Disabilities10382862938296211372563
Economically Disadvantaged756494455651449584942
English Learners555494545350479584942
Grade 4 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students147157291269573115695431
Female167458261475612515735727
Male126755331064543614665234
American Indian<<<<<<<<<<<<
Asian31916092188661323825918
Black963543775851429605140
Hispanic12675533971622913685432
Native Hawaiian<<<<<<<<<100<0
White258662142185641524846016
Two or more races147763231882641823815919
Students with Disabilities10393061114029609382962
Economically Disadvantaged8635437861533910625138
English Learners751454955853428564844
Grade 5 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students126654341673562716745726
Female147056301874552618776023
Male116352371572572816705530
American Indian<100<0<<<<<100<0
Asian19765624409656427896311
Black75749431164533610655535
Hispanic126553351171602914776323
Native Hawaiian<<<<<<<<<<<<
White208262182988591229865714
Two or more races157965211977582323815819
Students with Disabilities8292071124230589372863
Economically Disadvantaged75749431165543511655435
English Learners647415324341578625538
Grade 6 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students116251381164533611665434
Female136451361368553213685632
Male8605240860524010635337
American Indian<<<<<<<<<<<<
Asian257550252785581526896311
Black754474665548458574943
Hispanic1067573376659346615539
Native Hawaiian8776923<<<<<<<<
White197658241878602218836517
Two or more races147258281674592614735927
Students with Disabilities720138032219787302370
Economically Disadvantaged853454755549457564944
English Learners227257374538552454355
Grade 7 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students9716229969603110716129
Female117564251172602813776523
Male766593476760338645636
American Indian<<<<<<<<<100<0
Asian9837417279164911877513
Black463583756155396635737
Hispanic9776823127463268726528
Native Hawaiian<100<09736427<<<<
White198264181483701718826318
Two or more races57771231375622513746226
Students with Disabilities735286542823728302270
Economically Disadvantaged562573866256386635737
English Learners252504824341574494551
Grade 8 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students661543976154399615239
Female8655735866573411635237
Male557524365650448595141
American Indian<<<<<<<<<<<<
Asian76962311177662328805220
Black350475045147496524648
Hispanic864563686759338645636
Native Hawaiian<<<<<<<<<<<<
White128068201276642417776023
Two or more races764573686759337706330
Students with Disabilities627227352519756221678
Economically Disadvantaged350475045046504514749
English Learners53832623383563-252575
EOC English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students583781758580154827818
Female686801458681145837817
Male480762058378173817819
American Indian-707030<100<0<100<0
Asian4888413793857-858515
Black379762137977212777523
Hispanic384811678881122807820
Native Hawaiian<100<0<100<0<<<<
White1191809993847892848
Two or more races4908610789821114907710
Students with Disabilities652464875144492434157
Economically Disadvantaged377752338178192747226
English Learners-5757432666434-484852
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 Students136956311571562915685232
Female167660241876582419725328
Male96152391365533512645236
American Indian18715329208060202592678
Asian227856223182521838804220
Black663573796455369615239
Hispanic126856321573582714675233
Native Hawaiian<<<<<<<<6716529
White258055202583571727815419
Two or more races137158292274522621765624
Students with Disabilities632266873629643312869
Economically Disadvantaged6615439963543710584842
English Learners54742537453755-373763
Grade 8 Writing Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students136148391460464016564044
Female177053301868503222613939
Male105243481052424810524248
American Indian<<<<<<<<<<<<
Asian217756232779522147762924
Black753464785143499483852
Hispanic146349371365523517573943
Native Hawaiian<<<<<100<0<<<<
White267549252574492627724428
Two or more races136653342264423618725428
Students with Disabilities725187552620743191681
Economically Disadvantaged7534647852444810463654
English Learners1742255810372763-272773
EOC Writing Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students127664241680642015786422
Female158267181783661716816519
Male97162291577632313766224
American Indian15695431<100<0<100<0
Asian227957213485511529845416
Black5726728107565258746526
Hispanic107363271681651912766424
Native Hawaiian<<<<<<<<<<<<
White258661142690651027886112
Two or more races157965212286651424815719
Students with Disabilities439356194939513454255
Economically Disadvantaged6696431107465269716229
English Learners-4949516494351-444456
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 Students117160291072622810716129
Female107362271074642610736327
Male116959311070593010695931
American Indian99183956964317797221
Asian2990601029936372991629
Black563583766459366645836
Hispanic107363271075652510736327
Native Hawaiian11817019107869228847516
White198364171883661717826518
Two or more races147662241478652213786422
Students with Disabilities740336064134596393361
Economically Disadvantaged764573666559356645836
English Learners963543796253389665734
Grade 3 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students12665434116656349635437
Female1267563396657347615439
Male126552351267543310645336
American Indian<<<<<<<<<<<<
Asian39935472687611319886913
Black655494565750435514749
Hispanic11716029107060309685932
Native Hawaiian<<<<<<<<<<<<
White218059202080602017806320
Two or more races15756025147864229716229
Students with Disabilities9322468735296510302070
Economically Disadvantaged758514265852425554945
English Learners9615139136148398665734
Grade 4 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students217554252074542617725428
Female187556251976572417725528
Male237553252173522718715329
American Indian<100<0<<<<<<<<
Asian4893467519544542894711
Black136856321165543510635337
Hispanic167357271977582315766124
Native Hawaiian<<<<<<<<<100<0
White368852123286541431835217
Two or more races297749232881531923825918
Students with Disabilities11382862134431569403060
Economically Disadvantaged136855321467533311645336
English Learners126250381770543018715429
Grade 5 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students187254281770533019745526
Female187557251769533119755725
Male187052301871532919735427
American Indian<<<<<<<<<100<0
Asian3582471847934775295435
Black116453361262503810655535
Hispanic157358271769523119775823
Native Hawaiian<<<<<<<<<<<<
White308655142985551532855315
Two or more races207858221476632424835917
Students with Disabilities837296393930619352665
Economically Disadvantaged116453361163523712675533
English Learners126452361249375119735427
Grade 6 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students127765231276642412776623
Female137966211280682012796721
Male117564251272602811766424
American Indian<100<0<<<<<<<<
Asian449046103490561040100600
Black671642966963318726428
Hispanic14786422108070209766724
Native Hawaiian793867<<<<<100<0
White218766132186641418866814
Two or more races158166191684681614806620
Students with Disabilities641355943329677413459
Economically Disadvantaged871632967064307736527
English Learners255544535350474636037
Grade 7 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students65348472947185336511649
Female75750433156254423462354
Male45146492741145941531347
Black44541553554194637481152
Hispanic7585142<<<<<<<<
White8675933<<<<23543146
Two or more races6595341<<<<<<<<
Students with Disabilities82820723150195036521648
Economically Disadvantaged54641546388251347581142
English Learners7433657<<<<
Grade 8 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students248465214948511464554
Female152514815151491515049
Male244425614645541424158
American Indian<100<0<<<<<<<<
Asian57974214898611-727228
Black143425714140591403960
Hispanic249475115656441525148
Native Hawaiian<100<0<<<<<<<<
White360584016261381595741
Two or more races-4949511605940-545446
Students with Disabilities632256822725733232077
Economically Disadvantaged243415714242581403960
English Learners644385614443561383862
Algebra I Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students381781948177193747126
Female383791748479163797521
Male279772137975212696731
American Indian<100<0<<<<<<<<
Asian1497833199778315907510
Black177762327876221706930
Hispanic385831538077202767424
Native Hawaiian<<<<-8080208837517
White587811378882125807520
Two or more races377752338178191777623
Students with Disabilities-595941-646436-525248
Economically Disadvantaged277762327876221696831
English Learners795885-8181193757325
Geometry Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students774672657570256726628
Female774672667670246726628
Male675682557469264716629
American Indian<100<0<100<0<100<0
Asian14867214169175922906710
Black264633626664343646136
Hispanic881731968175195706430
Native Hawaiian<100<0<<<<<<<<
White15887312118877129837417
Two or more races5837817118271185827718
Students with Disabilities-52524815756431474653
Economically Disadvantaged366633436967313646136
English Learners767603347975212575543
Algebra II Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students1177662313917891693777
Female1078682214927881793767
Male1376642413917891694786
American Indian<100<0<<<<<100<0
Asian319261837986023095645
Black57065306908410992838
Hispanic1077672316978132093737
Native Hawaiian<<<<<100<0<100<0
White1986671421917092495715
Two or more races886781411948362092718
Students with Disabilities5625738-7272282696731
Economically Disadvantaged672652888981111192818
English Learners238664146948862194746
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 Students674682687668248746626
Female573682777568257746726
Male774672697768239756625
American Indian595905983741715786322
Asian12837217199071101891739
Black365623546864324666234
Hispanic572672887668247777023
Native Hawaiian15857015177861223908610
White128977111589741115877213
Two or more races77972211282701812847216
Students with Disabilities441375964841525423758
Economically Disadvantaged365623556863325666234
English Learners552474844844525555045
Grade 5 Science Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students106959311874562615695431
Female86961311772552813685532
Male116957311976572417695331
American Indian<100<0<100<0<100<0
Asian2481561943935072993647
Black4585442116655349584942
Hispanic76862321671552911726128
Native Hawaiian<<<<<<<<<<<<
White188567153090601027835617
Two or more races107868222479552124835917
Students with Disabilities63428661345325511342366
Economically Disadvantaged55954411366543410605040
English Learners746395464438568615239
Grade 8 Science Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students564583656560354645936
Female565603556357374615839
Male563573756762335666134
American Indian<100<0<<<<<<<<
Asian147863221183721723856215
Black253514725553452545246
Hispanic766593436562355676133
Native Hawaiian<<<<<<<<<<<<
White11837217118271188827418
Two or more races562573878275183777323
Students with Disabilities338366233330674322868
Economically Disadvantaged253504725553452555245
English Learners75043502191781-353565
Biology Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students579742178376176807420
Female578732268377175807520
Male681751988374177797221
American Indian<100<0<<<<<<<<
Asian981721920967641294826
Black373702727775232737127
Hispanic374722698475167847716
Native Hawaiian<100<0<<<<<100<0
White1192818159177913897611
Two or more races38077206837717893867
Students with Disabilities241395925856421535247
Economically Disadvantaged373702737774232737127
English Learners249475158075204625838
Chemistry Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students6878013688821210847416
Female3868314589841110817119
Male10887712686801411887712
American Indian<100<0<100<0<100<0
Asian989801118917391898802
Black279762118382176777123
Hispanic789821110928281191809
Native Hawaiian<100<0<100<0<100<0
White119584599484615907410
Two or more races-959559918294858115
Students with Disabilities-5757436817519-676733
Economically Disadvantaged381781958682146807420
English Learners9554545<100<02093737
Earth Science Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students378752237875225827718
Female275732527774235817719
Male481771948076205827718
American Indian<<<<<<<<<<<<
Asian289881148580156868014
Black170693017169292767424
Hispanic277742348379173838017
Native Hawaiian<<<<<<<<<100<0
White6938777918491192828
Two or more races109181918483165868114
Students with Disabilities151504925352472484752
Economically Disadvantaged270693017169292777423
English Learners-636337-535347-535347
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 Students168166191782651815806520
Female148066201581661914796421
Male188365171882641816816519
American Indian18917491688721213806720
Asian2789621130916293292618
Black11766624117665249736427
Hispanic168064201985661515816619
Native Hawaiian138370172678522222886613
White2591669259166924906510
Two or more races208665142587631323886412
Students with Disabilities854464685547454494551
Economically Disadvantaged11766424127563259726228
English Learners106049401467533313614939
VA & US History Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students88072201082711811806920
Female680742087970219797021
Male108070201384721613826918
American Indian<<<<<100<0<100<0
Asian1286751420937371992738
Black474702677770236746826
Hispanic67872221180702011776623
Native Hawaiian<<<<<100<0<<<<
White15907510189173918907210
Two or more races79386728381172095755
Students with Disabilities352504815655443474453
Economically Disadvantaged573682767569256716529
English Learners-58584295446462474553
World History I Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students118575151286741410897911
Female7847716108575159898011
Male148773131487731311897811
American Indian<100<0<100<0<100<0
Asian1691759278760131894766
Black782751888173196868014
Hispanic98273181489751111907910
Native Hawaiian<100<0<<<<<100<0
White199475617947761594786
Two or more races888801320886813693877
Students with Disabilities258564235552451656435
Economically Disadvantaged781741988071206837717
English Learners7544646570663015614539
World History II Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students887781313897711-505050
Female68579158888012<<<<
Male118977111791749-313169
American Indian<100<0<<<<<100<0
Asian138977112196754<100<0
Black68478168867914-363664
Hispanic1086761414887412<<<<
Native Hawaiian<100<0<100<0
White13927981793767<100<0
Two or more races48581151992728<<<<
Students with Disabilities96959317746726---100
Economically Disadvantaged583771710867614<100<0
English Learners75347476817519
Geography Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students780732078073207756825
Female576702468074206716529
Male884761688072208797121
American Indian<100<0<100<0<<<<
Asian20937372085651521836217
Black373692727371272666434
Hispanic78174201087761310817119
Native Hawaiian<<<<<<<<<100<0
White12917991489751114897511
Two or more races6847816139279813877313
Students with Disabilities152514825351471444256
Economically Disadvantaged473692737269283676433
English Learners-666634-5555452514949
Civics & Econ Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students207757232078592217776023
Female207858222080592018775823
Male197656241977582317776123
American Indian<100<0<<<<<<<<
Asian41763524308959114295535
Black127160291272602811726128
Hispanic187658242180592017765924
Native Hawaiian<<<<<100<0<<<<
White358753133289561129865714
Two or more races227957212384611625866114
Students with Disabilities544395634340571393861
Economically Disadvantaged127058301271592910696031
English Learners640346033936612535147
VA Studies Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students358247183378452228785022
Female338148193379462127785122
Male378346173478442228784922
American Indian<<<<<<<<<<<<
Asian689830255984326398342
Black277751232269473119715129
Hispanic328048203585501524825718
Native Hawaiian<<<<<<<<<100<0
White51924185190391043884512
Two or more races408747134187471334855115
Students with Disabilities950415094738534444056
Economically Disadvantaged247752232572482818715229
English Learners216747333183521726754925
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: 91.88 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-kindergarten1,5551,5851,504
Kindergarten2,2222,2202,181
Grade 12,3372,2282,245
Grade 22,3742,2752,193
Grade 32,3552,2592,215
Grade 42,1462,3062,235
Grade 52,1152,1172,266
Grade 61,9892,0262,063
Grade 72,0151,9411,977
Grade 82,0201,9551,936
Grade 92,3282,2042,177
Grade 102,0832,1082,020
Grade 111,9201,8401,845
Grade 121,7381,7961,827
Total Students29,19728,86028,684
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

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 Students291972886028684
Female143441413914076
Male148531472114608
American Indian878094
Asian734733710
Black155551534315308
Hispanic366237193782
Native Hawaiian858697
White740171056832
Two or more races167317941861
Students with Disabilities334633803435
Not Students with Disabilities258512548025249
Economically Disadvantaged183461717114917
Not Economically Disadvantaged108511168913767
English Learners135916521913
Not English Learners278382720826771
Homeless183145173
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 StudentsDivision79091247314248
State4978334421271095654981971
FemaleDivision4244432412823
State27214152009363331874682
MaleDivision36646923193425
State2256919221177462336241289
American IndianDivision<<<<0<
State123127114274
AsianDivision44150100
State45731128821711553
BlackDivision36958933112935
State79241059810702191500851
HispanicDivision81805454
State47504926292891962258
Native HawaiianDivision<<<<0<
State62634043
WhiteDivision27419481476
State299871610611585831716708
Two or more racesDivision19311113
State23641473934417494
Students with DisabilitiesDivision14121474142
State1022603527101331172104
Economically DisadvantagedDivision283447333724
State959515820159442826411138
English LearnersDivision10242032
State1518329526534162681
HomelessDivision7222103
State203616882523657
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 Students1870174993.5178095.2422.2
Female93489195.490396.78.9
Male93685891.787793.7343.6
American Indian0<100<10000
Asian605998.36010000
Black106699193100294292.7
Hispanic17916692.71709552.8
Native Hawaiian0<100<10000
White50347694.649097.471.4
Two or more races565191.15292.911.8
Students with Disabilities20218290.118692.1146.9
Economically Disadvantaged79776395.776696.17.9
English Learners413687.83687.837.3
Homeless353188.63291.400
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 Taken -1,349 / 16.72%1,984 / 24.96%
Advanced Placement Course Enrollment2,076 / 25.81%2,120 / 26.27%2,076 / 26.12%
Dual Enrollment2,434 / 30.26%232 / 2.88%27 / .34%
Governor’s School Enrollment -16 / .2%18 / .23%
IB Course Enrollment248 / 3.08%107 / 1.33%116 / 1.46%
Senior Enrolled in IB Program24 / .3%16 / .2%15 / .19%
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 StudentsDivision160898639
State800255758028
FemaleDivision83456332
State404623112723
MaleDivision77442345
State395632645333
American IndianDivision0<100
State25416535
AsianDivision584522
State5267459213
BlackDivision85852239
State171671128234
HispanicDivision1447349
State8077522135
Native HawaiianDivision0<100
State1147336
WhiteDivision50432735
State457593374926
Two or more racesDivision311552
State3387249826
Students with DisabilitiesDivision943464
State5663303146
Economically DisadvantagedDivision73439546
State224061294742
English LearnersDivision361461
State5211340435
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 AssessmentsDivision-102125
 State397141393623
State LicensuresDivision-2916
 State167317901964
Industry CertificationDivision150515682479
 State89541100544109590
Workplace ReadinessDivision396339652
 State336653077542313
Total Credentials EarnedDivision190120383272
 State128850137248157490
Students Earning One or More CredentialsDivision164217552587
 State104867109089126113
CTE CompletersDivision462617632
 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 Students1984331999930.1%
2014-2015
Number of Test TakersNumber of Tests TakenNumber of Tests with Qualifying ScoresPercentage of Tests Passed
All Students2083337497328.8%
2015-2016
Number of Test TakersNumber of Tests TakenNumber of Tests with Qualifying ScoresPercentage of Tests Passed
All Students2015337895828.4%
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
6463.163.8

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
2013-20143,614.005,684.001,265.00
2014-20153,763.006,023.001,280.00
2015-20163,859.006,000.001,332.00

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 Students266742225937128126536209697712952563323631045153725535232610311293
Female13162109041257913092957471608126901132515675125981121471588
Male135121135525702134441139506687129431231530862129371205560705
American Indian8814428674372123373940
Asian7642615572616131068421141266133910
Black143201248551795141971209575800135851371611939134661297643788
Hispanic3183276104156332725812615632243131111733356320119153
Native Hawaiian625108471184412821221
White7094533221279679649220726865365132343186323525204272
Two or more races11631234144132010751571448129719015741305069
Students with Disabilities3173366174260308834817122929473991763073064389180243
Economically Disadvantaged150921505607729154291416652785142721545685840135171500671672
English Learners121270171813599049481403110434817711345263
Homeless4231056190449814610936699541443888873116
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Attendance Rate

Attendance Rate: All Students

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

Attendance Rate
Subgroup2014-20152015-20162016-2017
All Students94.9794.7594.72
Female95.0594.8594.82
Male94.8994.6594.64
American Indian94.894.5594.87
Asian97.1197.2196.98
Black94.9494.694.58
Hispanic94.7794.7694.66
Native Hawaiian95.5495.9895.76
White94.9494.8594.8
Two or more races94.8694.5594.83
Students with Disabilities93.8493.2693.44
Economically Disadvantaged94.5694.3194.2
English Learners95.2795.3595.22
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 Offenses250
Technology Offenses88
Offenses Against Student355
Offenses Against Staff124
Weapons Offenses97
Property Offenses235
All Other Offenses166
Other Offenses Against Persons1,648
Disorderly or Disruptive Behavior Offenses4,582
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 Indian0.3450.170.2980.140.2770.13
Asian2.5920.632.5140.342.5410.42
Black53.60677.7653.27679.7153.19578.39
Hispanic12.5937.9312.5426.2712.8947.07
Native Hawaiian0.250.110.2910.140.2980.04
White25.76910.2225.3489.6224.63310.42
Two or more races4.8433.175.733.776.223.54
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 Indian0.3450.2980.277
Asian2.5922.5142.5411.08
Black53.60681.2253.27688.4453.19579.46
Hispanic12.5936.5512.5423.1112.8945.41
Native Hawaiian0.250.2910.298
White25.7699.6125.3485.3324.63310.81
Two or more races4.8432.625.733.116.223.24
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

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 Indian0.3450.2980.277
Asian2.5922.5142.541
Black53.60668.1853.27653.195
Hispanic12.5934.5512.54212.894
Native Hawaiian0.250.2910.298
White25.76927.2725.34824.633
Two or more races4.8435.736.22
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 Students63.6162.2964.14
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 Students54.5161.5361.95
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

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 Students76.3879.0781.38
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: 14.17 : 1

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

2015-2016 Grades 8-12 Student Teacher Ratio: 12.94 : 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
Provisional4%6%
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 Schools100%1%2%
High Poverty100%1%3%
Low Poverty---
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
2014-201537%59%1%3%
2015-201640%57%1%2%
2016-201741%56%1%2%
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
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