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General school information

Division: Newport News City Public Schools
Address: 12465 Warwick Blvd Newport News, VA 23606-3041
Superintendent: Dr. Ashby Kilgore
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 Accredited20
Accreditation Denied7
Partially Accredited: Approaching Benchmark-Pass Rate1
Partially Accredited: Warned School-Pass Rate4
Partially Accredited: Reconstituted School6

Federal Graduation Indicator

Federal Graduation Indicator: All Students

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

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

Federal Graduation Indicator
Student SubgroupType2013-20142014-20152015-2016
All StudentsDivision828485
 Virginia848586
FemaleDivision848789
 Virginia888989
MaleDivision798182
 Virginia818283
American IndianDivision90100100
 Virginia788484
AsianDivision857287
 Virginia909092
BlackDivision808283
 Virginia777979
HispanicDivision838283
 Virginia767676
Native HawaiianDivision100100100
 Virginia868992
WhiteDivision838890
 Virginia898990
Two or more racesDivision878679
 Virginia898889
Students with DisabilitiesDivision525749
 Virginia525353
Economically DisadvantagedDivision808385
 Virginia747575
English LearnersDivision685962
 Virginia676767
Gap Group 2Division808283
 Virginia777979
Gap Group 3Division838283
 Virginia767676
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Assessments

Student Achievement by Proficiency Level

Reading

Reading Performance: All Students

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

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

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

Overall Student Performance: Reading Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students106353371068583210696031
Female126655341172602811736127
Male861523986456368665834
American Indian275732597667249746626
Asian187658241681641921886612
Black655504566054406615539
Hispanic1163533797060309716329
Native Hawaiian-62623897364277716429
White187860221882651817846716
Two or more races126957311276642414776323
Students with Disabilities831236983326677352765
Economically Disadvantaged654474665953416615539
English Learners540366044844524514749
Grade 3 English Reading Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students12584742116454369665734
Female13614839126957319696031
Male1055454596050408635537
American Indian<<<<<<<<<<<<
Asian218362172085641522856315
Black749425165448465565044
Hispanic10564544106757337675933
Native Hawaiian<<<<<<<<<<<<
White217453261979602114816719
Two or more races136754331576612412776523
Students with Disabilities11291871103828629382962
Economically Disadvantaged847405375649445565144
English Learners340386055549454535047
Grade 4 English Reading Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students115847421471572912695731
Female136047401674582614756125
Male95546451267553310645436
American Indian<100<0<<<<<<<<
Asian18685032319160921886613
Black647415396354377585142
Hispanic11554445126755339716229
Native Hawaiian<<<<<<<<<<<<
White197455262586621421856415
Two or more races137057301477632318826418
Students with Disabilities103020701039306111402960
Economically Disadvantaged747405386354378615339
English Learners738316275145495585342
Grade 5 English Reading Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students155943411266543416735627
Female196343371470563018745526
Male125544451163523715725728
American Indian<<<<<100<0<<<<
Asian33794621197656244096564
Black9493951757494311645336
Hispanic206545351265533511716029
Native Hawaiian<<<<<<<<<<<<
White257450262082621829885912
Two or more races196950311579652119775823
Students with Disabilities8251675829207112423058
Economically Disadvantaged10503950757494311655435
English Learners847395364741532434157
Grade 6 English Reading Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students86053401162513811645336
Female96353371364513613685532
Male657524386052408605240
American Indian<<<<<<<<<<<<
Asian77164292575502527855815
Black452484875447466554845
Hispanic8615339106757337665934
Native Hawaiian<100<08776923<<<<
White147561251976582418786022
Two or more races95547451472582816745926
Students with Disabilities529237172013803221978
Economically Disadvantaged451474985345475554945
English Learners240386022725737453855
Grade 7 English Reading Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students1066563497162299696031
Female127259281175642511726028
Male759534176659347676033
American Indian<<<<<<<<<<<<
Asian1382691898374172791649
Black557524346358375615539
Hispanic12695831977682312746326
Native Hawaiian<<<<<100<09736427
White198061201982641814837017
Two or more races5716529577712313756225
Students with Disabilities725187573528654282372
Economically Disadvantaged557524356257386625638
English Learners848405225250482434157
Grade 8 English Reading Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students657514366154397615439
Female656514486557358665734
Male658514255752436565044
American Indian<<<<<<<<<<<<
Asian15756125769623111776623
Black348455235047504514749
Hispanic757504386456368675933
White107263281280682012766424
Two or more races970613076457368675933
Students with Disabilities526207462722735251975
Economically Disadvantaged347445335047504504650
English Learners631256953832623383563
EOC English Reading Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students988791258378175858015
Female1090801068680145868114
Male885781548076205837817
American Indian892838-707030<100<0
Asian197657244888413793857
Black485811537976213797721
Hispanic585801538481167888112
Native Hawaiian<100<0<100<0<100<0
White17947761191809993847
Two or more races229472649086107898211
Students with Disabilities762553865246487514449
Economically Disadvantaged583781737775233817819
English Learners-383862-5757432666434
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Writing

Writing Performance: All Students

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

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

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

Overall Student Performance: Writing Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students126351371369563115715629
Female166953311676602418765824
Male8574943961523913655335
American Indian46864321871532920806020
Asian287648242278562231825218
Black755494566357379645536
Hispanic106353371268563215735827
Native Hawaiian-696931<<<<<<<<
White227755232580552025835717
Two or more races177052301371582922745226
Students with Disabilities427227363226687362964
Economically Disadvantaged753464766154399635437
English Learners537326354742537453755
Grade 8 Writing Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students126047401361483914604640
Female166448361770533018685032
Male85446461052434810524248
American Indian<<<<<<<<<<<<
Asian237350272177562327795221
Black852454875346478514349
Hispanic105949411463493713655235
White217352272675492525744926
Two or more races207050301366533422644236
Students with Disabilities425217572518755262074
Economically Disadvantaged749435175346478524448
English Learners92920711742255810372763
EOC Writing Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students127866221276642416806420
Female158267181582671817836617
Male10756525971622915776323
American Indian964553615695431<100<0
Asian277750232279572134855115
Black6726728572672810756525
Hispanic67569251073632716816519
Native Hawaiian<100<0<<<<<<<<
White259066102586611426906510
Two or more races228967111579652122866514
Students with Disabilities343415743935619493951
Economically Disadvantaged6706430669643110746526
English Learners-363664-4949516494351
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Math

Math Performance: All Students

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

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

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

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

Overall Student Performance: Math Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students96354371171602910726228
Female96556351073622710746426
Male96152391169593110705930
American Indian36966319918395696431
Asian23805720299060102993637
Black554494656358376645936
Hispanic86556351073632710756525
Native Hawaiian-4848521181701910786922
White167862221983641718836617
Two or more races146855321476622414786522
Students with Disabilities733266774033606413459
Economically Disadvantaged655494576457366655935
English Learners957484396354379625338
Grade 3 Mathematics Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students106050401266543411665634
Female9595041126756339665734
Male116150391265523512675433
American Indian<<<<<<<<<<<<
Asian25755025399354726876113
Black752454865549456575043
Hispanic85850421171602910706030
Native Hawaiian<<<<<<<<<<<<
White167661242180592020806020
Two or more races136249381575602514786422
Students with Disabilities1030207093224687352965
Economically Disadvantaged651444975851426585242
English Learners6514549961513913614839
Grade 4 Mathematics Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students177356272175542520745426
Female167458261875562519765724
Male187254282375532521735227
American Indian<<<<<100<0<<<<
Asian3682461848934675195445
Black96354371368563211655435
Hispanic157459261673572719775823
Native Hawaiian<<<<<<<<<<<<
White298959113688521232865414
Two or more races237552252977492328815319
Students with Disabilities113828621138286213443156
Economically Disadvantaged116554351368553214675333
English Learners196951311262503817705430
Grade 5 Mathematics Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students176245381872542817705330
Female196344371875572517695331
Male166246381870523018715329
American Indian<<<<<<<<<<<<
Asian47823518358247184793477
Black105343471164533612625038
Hispanic187052301573582717695231
Native Hawaiian<<<<<<<<<<<<
White297748233086551429855515
Two or more races306939312078582214766324
Students with Disabilities827207383729639393061
Economically Disadvantaged105342471164533611635237
English Learners145339471264523612493751
Grade 6 Mathematics Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students116756331277652312766424
Female117160291379662112806820
Male126251381175642512726028
American Indian<<<<<100<0<<<<
Asian258661144490461034905610
Black756494467164296696331
Hispanic97364271478642210807020
Native Hawaiian<100<0793867<<<<
White198263182187661321866414
Two or more races137562251581661916846816
Students with Disabilities733266864135594332967
Economically Disadvantaged859514187163296706430
English Learners954464625554453535047
Grade 7 Mathematics Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students2383662653484729471853
Female3423958757504331562544
Male2343366451464927411459
Asian-44445612827118<<<<
Black1333267445415535541946
Hispanic43732637585142<<<<
White55146498675933<<<<
Two or more races-4343576595341<<<<
Students with Disabilities6241876828207231501950
Economically Disadvantaged2333167546415463882513
Grade 8 Mathematics Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students143425724846521494851
Female143425715251481515149
Male244425624442561464554
American Indian<<<<<100<0<<<<
Asian767603357974214898611
Black139386114342571414059
Hispanic247455324947511565644
Native Hawaiian<<<<<100<0<<<<
White254524636058401626138
Two or more races-414159-4949511605940
Students with Disabilities630247063225682272573
Economically Disadvantaged141395924341571424258
English Learners344425664438561444356
Algebra I Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students371682938178194817719
Female376722438379174847916
Male366633427977213797521
American Indian<<<<<100<0<<<<
Asian1087771314978331997783
Black164633617776232787622
Hispanic174722638583153807720
Native Hawaiian<<<<<<<<-808020
White782751858781137888212
Two or more races172712837775233817819
Students with Disabilities-414159-595941-646436
Economically Disadvantaged164633627776232787622
English Learners3767324795885-818119
Geometry Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students768623277467265757025
Female670643077467266767024
Male766593467568255746926
American Indian<<<<<100<0<100<0
Asian18796121148672141691759
Black360574026463362666434
Hispanic762553888173196817519
Native Hawaiian<<<<<100<0<<<<
White128370171588731211887712
Two or more races994846583781711827118
Students with Disabilities2413859-5252481575643
Economically Disadvantaged461573936663343696731
English Learners644385676760334797521
Algebra II Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students7676033117766231391789
Female7686132107868221492788
Male7655835137664241391789
American Indian8776923<100<0<<<<
Asian1582661831926183798602
Black357544357065306908410
Hispanic8686132107767231697813
Native Hawaiian<<<<<<<<<100<0
White13806720198667142191709
Two or more races1476622488678141194836
Students with Disabilities43732635625738-727228
Economically Disadvantaged460554067265288898111
English Learners1170593023866414694886
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Science

Science Performance: All Students

Virginia public school students are assessed in science in grades 5 and 8 and at the end of the following secondary courses: Earth Science, Biology, and Chemistry. Before 2014, students also were assessed in science in grade 4. Use the drop down menu above the chart to select results for a specific science test. Use the menu below the chart to select assessment results for a specific group of students.

Virginia’s Science Standards of Learning identify academic content for essential components of the science curriculum at different grade levels. Standards are identified for kindergarten through grade five, for middle school, and for a core set of high school courses — Earth Science, Biology, Chemistry, and Physics. Throughout a student’s science schooling from kindergarten through grade six, content strands, or topics are included. The Standards of Learning in each strand progress in complexity as they are studied at various grade levels in grades K-6, and are represented indirectly throughout the high school courses.

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

Overall Student Performance: Science Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students767603367468268766824
Female666603457368277756825
Male969603177467269776823
American Indian117766235959059837417
Asian148268181283721719907110
Black357544336562354686432
Hispanic667613357267288766824
Native Hawaiian57368271585701517786122
White148571151289771115897411
Two or more races13776423779722112827018
Students with Disabilities537326344137596484152
Economically Disadvantaged457534336562355686332
English Learners447435355247484484452
Grade 5 Science Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students95949411069593118745626
Female8574943869613117725528
Male106050401169573119765724
American Indian<<<<<100<0<100<0
Asian31865514248156194393507
Black4474453458544211665534
Hispanic9645536768623216715529
Native Hawaiian<<<<<<<<<<<<
White197859221885671530906010
Two or more races177557251078682224795521
Students with Disabilities7282272634286613453255
Economically Disadvantaged6494351559544113665434
English Learners645395574639546443856
Grade 8 Science Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students658524256458365656035
Female552484856560355635737
Male763563756357375676233
American Indian<<<<<100<0<<<<
Asian87970211478632211837217
Black245435525351472555345
Hispanic657524376659343656235
White147966211183721711827118
Two or more races478742256257387827518
Students with Disabilities434296633836623333067
Economically Disadvantaged246445425350472555345
English Learners-27277375043502191781
Biology Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students471672957974217837617
Female373702757873226837717
Male570643068175198837417
American Indian1792758<100<0<<<<
Asian877692398172192096764
Black264623637370272777523
Hispanic464603637472269847516
Native Hawaiian<100<0<100<0<<<<
White987791311928181591779
Two or more races570653038077206837717
Students with Disabilities134346624139592585642
Economically Disadvantaged261593937370273777423
English Learners135346524947515807520
Chemistry Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students582771868780136888212
Female383791738683145898411
Male7817419108877126868014
American Indian<100<0<100<0<100<0
Asian979712198980111891739
Black376742427976211838217
Hispanic280782078982111092828
Native Hawaiian<100<0<100<0<100<0
White8918391195845994846
Two or more races12715929-95955991829
Students with Disabilities14675233-5757436817519
Economically Disadvantaged375722538178195868214
English Learners88577159554545<100<0
Earth Science Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students372692837875223787522
Female271692927573252777423
Male574692648177194807620
American Indian<<<<<<<<<<<<
Asian879702128988114858015
Black164623617069301716929
Hispanic174722627774234837917
Native Hawaiian<100<0<<<<<<<<
White791839693877791849
Two or more races385821510918191848316
Students with Disabilities143425715150492535247
Economically Disadvantaged164633627069301716929
English Learners-414159-636337-535347
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 Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students177760231681661917826518
Female157661241480662015816619
Male207858221883651718826418
American Indian15897411189174916887212
Asian29885912278962113091629
Black117160291176662411766524
Hispanic177760231680642019856615
Native Hawaiian48783131383701726785222
White2889601125916692591669
Two or more races268156192086651425876313
Students with Disabilities846385485446468554745
Economically Disadvantaged116957311176642412756325
English Learners136249381060494014675333
VA & US History Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students7797321880722010827118
Female479742168074208797021
Male98071201080702013847216
American Indian-838317<<<<<100<0
Asian21846316128675142093737
Black374712647470267777023
Hispanic4777223678722211807020
Native Hawaiian<<<<<<<<<100<0
White12907810159075101891739
Two or more races178366177938672838117
Students with Disabilities339366135250481565544
Economically Disadvantaged369673157368276756925
English Learners-505050-5858429544646
US History I Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students24745026
Female23745126
Male25744926
American Indian<<<<
Asian38864814
Black15675233
Hispanic23765324
Native Hawaiian<100<0
White40844416
Two or more races26765024
Students with Disabilities8393161
Economically Disadvantaged16675133
English Learners12594741
World History I Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students98475161185751512867414
Female6857815784771610857515
Male128472161487731314877313
American Indian<100<0<100<0<100<0
Asian1391799169175927876013
Black679732178275188817319
Hispanic10847416982731814897511
Native Hawaiian<100<0<100<0<<<<
White159378719947561794776
Two or more races2496724888801320886813
Students with Disabilities363603725856423555245
Economically Disadvantaged677712378174198807120
English Learners365623575446465706630
World History II Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students8857715887781313897711
Female581761968579158888012
Male10897911118977111791749
American Indian<100<0<100<0<<<<
Asian1595805138977112196754
Black478742268478168867914
Hispanic68478161086761414887412
Native Hawaiian<100<0<100<0<100<0
White129381713927981793767
Two or more races249471648581151992728
Students with Disabilities860524096959317746726
Economically Disadvantaged5777223583771710867614
English Learners661563975347476817519
Geography Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students577712378073207807320
Female475722557670246807420
Male778712288476168807220
American Indian<100<0<100<0<100<0
Asian11897711209373720856515
Black269673137369272737127
Hispanic4777323781742010877613
Native Hawaiian<100<0<<<<<<<<
White1291799129179914897511
Two or more races274722668478161392798
Students with Disabilities143435715251482535147
Economically Disadvantaged267643347369273726928
English Learners-474753-666634-555545
US History II Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students22735127
Female18725328
Male27754825
American Indian<<<<
Asian40894911
Black14665234
Hispanic23735027
Native Hawaiian<100<0
White38864814
Two or more races25765124
Students with Disabilities6342766
Economically Disadvantaged13645236
English Learners17564044
Civics & Econ Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students217554252077572320785922
Female197455262078582220805920
Male237653241976562419775823
American Indian<<<<<100<0<<<<
Asian378346174176352430895911
Black147156291271602912726028
Hispanic176951311876582421805920
White338653143587531332895611
Two or more races308454162279572123846116
Students with Disabilities643375754439563434057
Economically Disadvantaged136754331270583012715929
English Learners843355764034603393661
VA Studies Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students297647243582471833784522
Female277649243381481933794621
Male317746233783461734784422
American Indian<100<0<<<<<<<<
Asian4488441268983025598432
Black186849322777512322694731
Hispanic307647243280482035855015
Native Hawaiian<<<<<<<<<<<<
White46904410519241851903910
Two or more races348147194087471341874713
Students with Disabilities543375795041509473853
Economically Disadvantaged186749332477522325724828
English Learners266740332167473331835217
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Percent of Kindergarten Students Meeting Literacy Benchmarks

All Kindergartners

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

 

2012-20132013-20142014-2015
Percent of Kindergarten Students Meeting Literacy BenchmarksDivision: 93.14 State: 91.04Division: 94.2 State: 91.28Division: 91.88 State: 90.38

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

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

Enrollment

Fall Membership by Grade

Grade2013-20142014-20152015-2016
Pre-kindergarten1,7101,6141,555
Kindergarten2,4642,3402,222
Grade 12,5432,4482,337
Grade 22,3112,4512,374
Grade 32,1972,2522,355
Grade 42,1132,1512,146
Grade 52,1192,0652,115
Grade 62,0952,0571,989
Grade 72,0692,0562,015
Grade 82,0802,0692,020
Grade 92,3552,2792,328
Grade 102,0092,1652,083
Grade 111,8561,7791,920
Grade 121,8561,8211,738
Total Students29,77729,54729,197
Fall Membership by Grade
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

Fall Membership by Subgroup

2015 Fall Membership By Subgroup: Racial and Ethnic Groups

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

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

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

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

.

Fall Membership by Subgroup
Subgroup2013-20142014-20152015-2016
All Students297772954729197
Female146121451014344
Male151651503714853
American Indian10710287
Asian805766734
Black159901583915555
Hispanic348537213662
Native Hawaiian667485
White799476147401
Two or more races133014311673
Students with Disabilities360735613346
Not Students with Disabilities261702598625851
Economically Disadvantaged185501870718346
Not Economically Disadvantaged112271084010851
English Learners127213561359
Not English Learners285052819127838
Homeless193117183
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

College & Career Readiness

Diplomas and Completion

Class of 2016: All Students

Division

State

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

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

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

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

Status of the Students in the 2015-2016 Cohort
Student SubgroupTypeAdvanced DiplomasStandard DiplomasOther DiplomasGED'sDropoutsOther Non-Graduates
All StudentsDivision69989749534345
State4917334246347093350192269
FemaleDivision41143020211112
State268261510112433531834822
MaleDivision28846729323233
State2234719145222758031851447
American IndianDivision<<<<0<
State110111115287
AsianDivision27211000
State44281224891612962
BlackDivision32953031182630
State79001054014302301415981
HispanicDivision54994563
State44244514381851538310
Native HawaiianDivision<<<<0<
State71410193
WhiteDivision2622201127812
State300171650514315601740817
Two or more racesDivision24192230
State222313111283616089
Students with DisabilitiesDivision8130494110
State946531134691091067120
Economically DisadvantagedDivision245519288625
State921814811194032621251240
English LearnersDivision1300030
State448207029417117888
HomelessDivision6211104
State1976231151116285
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

Four-Year Virginia On-Time Graduation Rate

On-Time Graduation Rate Over Time

All Students

The Virginia On-Time Graduation Rate is based on four years of longitudinal student-level data and accounts for student mobility, changes in student enrollment, and local decisions on the promotion and retention of students. The formula also recognizes that some students with disabilities and English learners are allowed more than the standard four years to earn a diploma and are still counted as “on-time” graduates.

Graduates are defined as students who earn an Advanced Studies Diploma, Standard Diploma, Modified Standard Diploma, or Applied Studies Diploma. On-time graduates are students who earn one of these diplomas within four years of entering the ninth grade. Special education students and English learners who have plans in place that allow them more time to graduate are counted as on-time graduates or as non-graduates when they earn a diploma or otherwise exit high school.

Status of Students After Four Years of High School
Students SubgroupStudents in CohortGraduatesOn-Time Graduation RateCompletersCompletion RateCohort DropoutsCohort Dropout Rate
All Students1786164592.1169895.1432.4
Female90586195.188297.5111.2
Male8817848981692.6323.6
American Indian0<<<<00
Asian49491004910000
Black96489092.390894.2262.7
Hispanic17115791.816294.763.5
Native Hawaiian0<100<10000
White54049391.352096.381.5
Two or more races504590479436
Students with Disabilities20618790.819192.7115.3
Economically Disadvantaged83179295.380096.36.7
English Learners343191.23191.238.8
Homeless332884.82987.900
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Gap Group 1 = Students with Disabilities, English Language Learners, Economically Disadvantaged Students (unduplicated)
Gap Group 2 = Black Students
Gap Group 3 = Hispanic Students
Unduplicated = Students are able to be in two gap groups

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

Advanced Program Information
Count/Percentage
Program Type2013-20142014-20152015-2016
Advanced Placement Test Taken1,986 / 24.59% -1,349 / 16.72%
Advanced Placement Course Enrollment1,986 / 24.59%2,076 / 25.81%2,120 / 26.27%
Dual Enrollment2,486 / 30.78%2,434 / 30.26%232 / 2.88%
Governor’s School Enrollment - -16 / .2%
IB Course Enrollment272 / 3.37%248 / 3.08%107 / 1.33%
Senior Enrolled in IB Program64 / .79%24 / .3%16 / .2%
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

Postsecondary Enrollment

2013-2014 Postsecondary Enrollment: All Students

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

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

2013-2014 FGI cohort year (students entering high school in 2010)
Total number of students in the cohort earning a federally recognized high school diplomaStudents who enrolled in any Institution of Higher Education (IHE) within 16 months of earning a federally recognized high school diploma
TypeTotalTotal HERemaining Percent
All StudentsDivision1721105739
State807645806228
FemaleDivision86959831
State410163155223
MaleDivision85245946
State397482651033
American IndianDivision0<100
State25416635
AsianDivision513041
State5269454514
BlackDivision95558139
State175771162334
HispanicDivision1428242
State7574489435
Native HawaiianDivision0<100
State1147732
WhiteDivision52933836
State467663441226
Two or more racesDivision311842
State3210234527
Students with DisabilitiesDivision1345460
State5865307548
Economically DisadvantagedDivision75542644
State228881345141
English LearnersDivision361753
State5050327035
LEGEND < = A group below state definition for personally identifiable results. - = no data available for that group This report provides the best available estimates about college enrollment according to the National Student Clearinghouse. For more information, see the answers to Frequently Asked Questions about this report at: http://www.doe.virginia.gov/school_finance/arra/stabilization/reported_data/assurance_c/faq_c11.pdf. Students who attended schools that do not participate in NSC are not included in the number or percent of students enrolled in an IHE. Federally recognized high school diplomas include Standard, Advanced Studies, or International Baccalaureate (IB) diplomas. Most subgroups are based on students' most recent status.

Career & Technical Education

Students Earning One or More CTE Credentials: All Students

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

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

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

Career and Technical Education
Count
2013-20142014-20152015-2016
NOCTI AssessmentsDivision91-102
 State502439714139
State LicensuresDivision18-29
 State90516731790
Industry CertificationDivision126015051568
 State6932189541100544
Workplace ReadinessDivision183396339
 State283493366530775
Total Credentials EarnedDivision155219012038
 State103599128850137248
Students Earning One or More CredentialsDivision134816421755
 State86257104867109089
CTE CompletersDivision570462617
 State419243929142404
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

Advanced Placement Participation and Achievement

AP Achievement
2013-2014
Number of Test TakersNumber of Tests TakenNumber of Tests with Qualifying ScoresPercentage of Tests Passed
All 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
 2012-20132013-20142014-2015
Percentage of fiscal year division
operating expenditures for instructional costs
64.36463.1

Statewide Expenditures

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

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

School State - Percentage of Expenditures
 2012-20132013-20142014-2015
Percentage of fiscal year state
operating expenditures for instructional costs
66.266.867.1

Sources of Financial Support and Total Per Pupil Expenditures for Operations

Division Per-Pupil Spending

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

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

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

School Division - Per-Pupil Spending
 Local FundingStateFederal
2012-20133,703.005,398.001,557.00
2013-20143,614.005,684.001,265.00
2014-20153,763.006,023.001,280.00

Statewide Per-Pupil Spending

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

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

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

 

State - Per-Pupil Spending
 Local FundingStateFederal
2012-20135,777.004,605.00875.00
2013-20145,823.004,634.00784.00
2014-20155,949.004,802.00772.00

Learning Climate

Percent of Students Absent

Percent of Students Absent 2015-2016 School Year:

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

  • Children who are chronically absent in preschool, kindergarten, and first grade are much less likely to read on grade level by the third grade.
  • Students who can’t read at grade level by the third grade are four times more likely to drop out of high school.
  • By high school, regular attendance is a better dropout indicator than test scores.
  • A student who is chronically absent in any year between the eighth and twelfth grade is seven times more likely to drop out of school.
Absenteeism by Subgroup
2012-20132013-20142014-20152015-2016
Subgroup0%-10%10%-15%15%-20%20+%0%-10%10%-15%15%-20%20+%0%-10%10%-15%15%-20%20+%0%-10%10%-15%15%-20%20+%
All Students262082404105213842667422259371281265362096977129525633236310451536
Female12995110048563713162109041257913092957471608126901132515675
Male132131304567747135121135525702134441139506687129431231530861
American Indian98512588144286743721233
Asian78932101676426155726161310684211412
Black143361315609829143201248551795141971209575800135851371611938
Hispanic2883306124150318327610415633272581261563224313111173
Native Hawaiian52860625108471184412
White7131641251345709453322127967964922072686536513234318
Two or more races919974039116312341441320107515714481297190
Students with Disabilities3042405193233317336617426030883481712292947399176307
Economically Disadvantaged151701704774886150921505607729154291416652785142721545685840
English Learners118210331331212701718135990494814031104348
Homeless60715587133423105619044981461093669954144
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Attendance Rate

Attendance Rate: All Students

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

Attendance Rate
Subgroup2013-20142014-20152015-2016
All Students94.9994.9794.75
Female95.195.0594.85
Male94.8994.8994.65
American Indian94.794.894.55
Asian97.0797.1197.21
Black94.9294.9494.6
Hispanic94.8494.7794.76
Native Hawaiian95.8695.5495.98
White9594.9494.85
Two or more races94.9594.8694.55
Students with Disabilities93.793.8493.26
Economically Disadvantaged94.594.5694.31
English Learners95.7195.2795.35
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

Standards of Accreditation (SOA) Offenses Data

2015-2016 Offenses
 Number of Offenses
Alcohol, Tobacco, and Other Drug Offenses308
Technology Offenses137
Offenses Against Student444
Offenses Against Staff137
Weapons Offenses128
Property Offenses239
All Other Offenses270
Other Offenses Against Persons1,711
Disorderly or Disruptive Behavior Offenses5,964
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Short Term Suspensions

Short Term Suspensions:

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

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

Short Term Suspensions
 2013-20142014-20152015-2016
Subgroup% Population% Short Term Suspensions% Population% Short Term Suspensions% Population% Short Term Suspensions
American Indian.359.12.345.17.298.14
Asian2.703.582.592.632.514.34
Black53.69976.9353.60677.7653.27679.71
Hispanic11.7048.0312.5937.9312.5426.27
Native Hawaiian.222.05.25.11.291.14
White26.84611.1425.76910.2225.3489.62
Two or more races4.4673.144.8433.175.733.77
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Long Term Suspensions

Long Term Supensions:

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

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

Long Term Suspensions
 2013-20142014-20152015-2016
Subgroup% Population% Long Term Suspensions% Population% Long Term Suspensions% Population% Long Term Suspensions
American Indian.359.345.298
Asian2.703.392.5922.514
Black53.69981.4753.60681.2253.27688.44
Hispanic11.7046.1812.5936.5512.5423.11
Native Hawaiian.222.25.291
White26.8469.6525.7699.6125.3485.33
Two or more races4.4672.324.8432.625.733.11
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Expulsions

Expulsions:

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

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

Expulsions
 2013-20142014-20152015-2016
Subgroup% Population% Expulsions% Population% Expulsions% Population% Expulsions
American Indian.359.345.298
Asian2.7032.5922.514
Black53.6998053.60668.1853.276
Hispanic11.70412.5934.5512.542
Native Hawaiian.222.25.291
White26.8462025.76927.2725.348
Two or more races4.4674.8435.73
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Free and Reduced Meal Eligibility

Free and Reduced Meal Eligibility:

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

 

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

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

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

Free and Reduced Meal Eligibility
 2013-20142014-20152015-2016
 PercentagePercentagePercentage
All Students60.7263.6162.29
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Free and Reduced Breakfast Participation of Eligible Students

Free and Reduced Breakfast Participation of Eligible Students :

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

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

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

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

 

Free and Reduced Breakfast Participation
 2013-20142014-20152015-2016
 PercentagePercentagePercentage
All Students52.3354.5161.53
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Free and Reduced Lunch Participation of Eligible Students

Free and Reduced Lunch Participation of Eligible Students:

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

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

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

 

Free and Reduced Lunch Participation
 2013-20142014-20152015-2016
 PercentagePercentagePercentage
All Students78.8576.3879.07
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Teacher Quality

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Student-Teacher Ratio

2014-2015 Grades K-7 Student Teacher Ratio: 15.39 : 1

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

2014-2015 Grades 8-12 Student Teacher Ratio: 11.76 : 1

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

Provisionally Licensed Teachers

Provisionally Licensed Teachers
 2014-20152015-2016
Provisional4%4%
Provisional Special Education1%1%
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

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

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

Percentage of Core Academic Classes Taught by Teachers Not Meeting the Federal Definition of Highly Qualified
 2013-20142014-20152015-2016
Division
All Schools1%2%2%
High Poverty1%3%3%
Low Poverty---
State
All Schools1%1%1%
High Poverty2%2%2%
Low Poverty1%1%1%
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

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

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

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

Teacher Educational Attainment

Teacher Educational Attainment: 2015-2016

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

Teacher Educational Attainment
 Bachelor's DegreeMaster's DegreeDoctoral DegreeOther
2013-201439%58%1%2%
2014-201538%59%1%2%
2015-201641%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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