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General school information

Division: Norfolk City Public Schools
Address: 800 E City Hall Ave. Room 1200 Norfolk, VA 23510
Superintendent: Dr. Melinda J Boone
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 Schools44
Fully Accredited27
Accreditation Denied12
Partially Accredited: Reconstituted School5

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 StudentsDivision757681
 Virginia858687
FemaleDivision808184
 Virginia898990
MaleDivision707076
 Virginia828384
American IndianDivision<<<
 Virginia848481
AsianDivision9389100
 Virginia909293
BlackDivision697176
 Virginia797981
HispanicDivision787377
 Virginia767675
Native HawaiianDivision100<100
 Virginia899292
WhiteDivision848790
 Virginia899091
Two or more racesDivision848185
 Virginia888989
Students with DisabilitiesDivision373434
 Virginia535354
Economically DisadvantagedDivision747180
 Virginia757578
English LearnersDivision8573
 Virginia676762
Gap Group 2Division697176
 Virginia797981
Gap Group 3Division787377
 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 Students126755331069593112715929
Female147157291273612713756125
Male10635337966573411685732
American Indian167560251177662316786222
Asian258459162286631425886412
Black759524166156397635637
Hispanic117159291173622712756325
Native Hawaiian207554252286651425835817
White238360172084641623866314
Two or more races167761231378642214816819
Students with Disabilities833256783325679362764
Economically Disadvantaged860524066255388645636
English Learners8585042762553810635337
Grade 3 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students16634737864553611665534
Female18685032967583313705730
Male14584442861533910635337
American Indian21644336<<<<<<<<
Asian447631241385721523805720
Black953444755550457585142
Hispanic167458261071612912715929
Native Hawaiian<<<<<<<<30704030
White308151191781641922846116
Two or more races20715129672662812746226
Students with Disabilities830227083425669413259
Economically Disadvantaged1155454555550457585242
English Learners14624838865573511584742
Grade 4 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students136552351368553215705530
Female156954311574602616745826
Male126250381162523814675233
American Indian-6262388756725<<<<
Asian308959113887491332835117
Black8574943760544010635337
Hispanic136754331175652516776123
Native Hawaiian9827318<<<<<100<0
White268256182682561828835417
Two or more races177557251677612317826518
Students with Disabilities936276493424669393061
Economically Disadvantaged9595041861533910635337
English Learners76053401172612815695431
Grade 5 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students177053301774572618755725
Female207353271977582319806120
Male146653341571562917715429
American Indian33875313973642720806020
Asian247855223888501339864714
Black116352371066563412705830
Hispanic197556251980612014806520
Native Hawaiian33673333<<<<<<<<
White288254183189591133855315
Two or more races298455162879512121846316
Students with Disabilities7322568937296311413059
Economically Disadvantaged126251381069593113705730
English Learners46056401068573212715829
Grade 6 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students106151391264533613675433
Female116554351467533314725828
Male95749431062523812635237
American Indian-7575252080602010706030
Asian248762132786591426896311
Black552484875750438595141
Hispanic85850421169593113736027
Native Hawaiian<<<<2773452720806020
White238158192176552425845916
Two or more races87062301881631914766124
Students with Disabilities726197472620746282172
Economically Disadvantaged553474775649448615339
English Learners7524648555504511615039
Grade 7 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students15675233871622910736227
Female187254281074642612766524
Male1263513766761338696031
American Indian30906010877692343864314
Asian27835617228765131193827
Black1059494146358376666034
Hispanic1272602896859327777023
Native Hawaiian<<<<<100<02592678
White278457161888701219836317
Two or more races23815919883751716857015
Students with Disabilities937286363226686322668
Economically Disadvantaged1162513856359376666034
English Learners1057474325957414676333
Grade 8 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students762553886355377655835
Female866583496758339696031
Male558534275851426615539
American Indian<<<<<100<09736427
Asian20856515158268182491679
Black453494755349474555145
Hispanic367643356358376655835
Native Hawaiian<<<<<<<<<100<0
White147966211582661816867114
Two or more races5736827127260287777123
Students with Disabilities727207382921718271873
Economically Disadvantaged454504655550454575343
English Learners6484252-3030702464454
EOC English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students585801558479167827618
Female686801468680147847716
Male484801658277186817519
American Indian<100<0<<<<-91919
Asian69185988879131795785
Black381771927977214757225
Hispanic585801578275188807220
Native Hawaiian<100<0<100<0<<<<
White109585612948261296834
Two or more races3918897868014794876
Students with Disabilities125745431243315718543746
Economically Disadvantaged380772027976215777223
English Learners3646136369663110605040
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 Students136956311368553216695331
Female167559251573582720745526
Male106353371062523813655135
American Indian31926281783671733835017
Asian34855115328554153391589
Black763563776052409595041
Hispanic137057301072622820785822
Native Hawaiian2073532725835817<<<<
White268357172483591733885512
Two or more races177760231877592321836217
Students with Disabilities123624641232206814331967
Economically Disadvantaged9615339761543910605040
English Learners6423658651454910796921
Grade 8 Writing Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students116049401157474314614639
Female146854321364513619684932
Male8524448850425010544346
American Indian<<<<<<<<25755025
Asian318656142884561636885212
Black752464874841529504150
Hispanic10655435664573615695431
Native Hawaiian<<<<<<<<<100<0
White217554251976572427815419
Two or more races147157291868513216776123
Students with Disabilities92416761025167510221278
Economically Disadvantaged7544646750435010524248
English Learners737306373831626716529
EOC Writing Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students157964211579642119796021
Female178265181783651721816019
Male127563251275632516766024
American Indian<100<0<<<<4292508
Asian38844616368751133193617
Black774662687365278696131
Hispanic167661241581661923866214
Native Hawaiian<100<0<<<<<<<<
White3192618299061103995565
Two or more races208363171986671427906310
Students with Disabilities175740431744275621533247
Economically Disadvantaged10736227773662710716129
English Learners4484352661563913877313
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 Students12726028117260289706130
Female12746326117463269726328
Male12705830116958319675833
American Indian158369171686701411705930
Asian33905710339259831905910
Black765583566458365625738
Hispanic147865221478642210776723
Native Hawaiian158268182088681315806520
White218564152185641519856615
Two or more races168165191580652010786722
Students with Disabilities840316084133598393161
Economically Disadvantaged867593376658346635837
English Learners147359271474602613725928
Grade 3 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students116856321167563311655435
Female127058301068583211645436
Male116655341267553312665434
American Indian-797921<<<<<<<<
Asian39915394085451530855515
Black758514265852427564944
Hispanic108070201578642210726228
Native Hawaiian<<<<<<<<<<<<
White228462162285631521836317
Two or more races107766231379662113726028
Students with Disabilities734276674033609372863
Economically Disadvantaged861533976053407575043
English Learners137461261574592613685532
Grade 4 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students217857221874572615725728
Female217958211877592313726028
Male217756231772552817715429
American Indian3110069025835817<<<<
Asian639431655913693891539
Black1471582996656348645536
Hispanic238360172184631617786122
Native Hawaiian2791649<100<0<100<0
White368954113289561130875713
Two or more races258762132180592013826918
Students with Disabilities104333571043325710423258
Economically Disadvantaged157358271368553210665534
English Learners258358172480562019745526
Grade 5 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students207555252073532717715429
Female217756232075552518735427
Male207353272071512917705330
American Indian208060202710073020806020
Asian50904010569135957862914
Black12685532126553359625338
Hispanic258055202582571816806420
Native Hawaiian2791649<<<<<<<<
White328755133689531134875313
Two or more races378850122881531924785422
Students with Disabilities8393161737306310403060
Economically Disadvantaged136855321468543211655335
English Learners167458261977582321745326
Grade 6 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students12716029117766235676233
Female11746326127867225706530
Male12695631117665246655935
American Indian88375171493797<<<<
Asian38986023910061011837217
Black664583667064304615739
Hispanic147359271483691711796821
Native Hawaiian<<<<8100920<<<<
White23866314218969118837417
Two or more races13816819198566153767324
Students with Disabilities940316094536557352865
Economically Disadvantaged766593477164294635837
English Learners18715329157762233747126
Grade 7 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students452484844946513464254
Female456524425452463504650
Male348455254641543423958
American Indian<100<0<<<<<<<<
Asian779712120806020-1001000
Black447435334441563413859
Hispanic256544445450462605740
Native Hawaiian<<<<<<<<<<<<
White363603756460364534947
Two or more races666593446157394555145
Students with Disabilities931226972720738271973
Economically Disadvantaged449465134643543434057
English Learners-45455574841523575343
Grade 8 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students455524545148493686532
Female356544435653443727028
Male455504544743533646136
American Indian<<<<-696931
Asian5777323973642722886612
Black452484834945511636137
Hispanic565603535653443737027
Native Hawaiian<<<<<100<0<<<<
White364613645450467797121
Two or more races458544256357381767524
Students with Disabilities8292171123624647302370
Economically Disadvantaged453494745046502646236
English Learners2484552-4444568665834
Algebra I Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students480772037774233737027
Female482791837976213777423
Male478742237572252686632
American Indian675692589285810706030
Asian1293817129381717907210
Black275732517271281656435
Hispanic485811548177194827818
Native Hawaiian<<<<<<<<8100920
White587821368478165878213
Two or more races688821238481163777323
Students with Disabilities-585842-5656441434257
Economically Disadvantaged379762117372271666534
English Learners680752058479167726528
Geometry Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students681751968073204757225
Female681751968175193787522
Male680742067972214736827
American Indian<<<<-91919-707030
Asian2090691017978031694786
Black175742527371271686732
Hispanic584781648682142777523
Native Hawaiian<<<<<<<<<<<<
White1591779159074109898011
Two or more races180782098575153827918
Students with Disabilities2525048-464654-535347
Economically Disadvantaged377742337673242706830
English Learners7857815385821512847116
Algebra II Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students2088681223937072492688
Female1887691324947162594696
Male22906710229169922896711
American Indian<<<<<100<0<<<<
Asian409151944985425698422
Black98374171089791111877713
Hispanic3094636299062102196754
Native Hawaiian<100<0<100<0<100<0
White299364737976133797603
Two or more races299566522957352791649
Students with Disabilities6827618251007505858015
Economically Disadvantaged128371171390771014887412
English Learners231007703383501747100530
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 Students874662697566259736427
Female773662787668248746626
Male97565251075652510726328
American Indian148471161083731720826118
Asian20906910209172923896711
Black365623546762334646136
Hispanic974662697768239746526
Native Hawaiian88375171783671710776723
White17897211199273820907110
Two or more races11857415128674149837417
Students with Disabilities8413359845375510423258
Economically Disadvantaged466623466863325666134
English Learners861543986153399625338
Grade 5 Science Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students126654341772542814675333
Female116453361572562813685532
Male136956311972532816675133
American Indian-79792199182920806020
Asian248864124990411046874013
Black555504596253386585242
Hispanic127764231979612113736027
Native Hawaiian23100770<<<<<<<<
White26845916359156934865314
Two or more races238360172684581616766024
Students with Disabilities6362964937286310362664
Economically Disadvantaged6575143116554358595241
English Learners76760331371582916654935
Grade 8 Science Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students466623446460365686432
Female365623536461364686432
Male567623356359375686332
American Indian10807020<<<<9827318
Asian885771599384710807020
Black258564225452463595741
Hispanic468653236563357686132
Native Hawaiian<<<<<100<0<<<<
White7827518784771610897911
Two or more races678712277568254868214
Students with Disabilities8352765841335912372563
Economically Disadvantaged361583935754434625838
English Learners857494344642547544846
Biology Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students579742168074205746926
Female581761957974215757025
Male577722368074204726828
American Indian18735527681751920604040
Asian15907610158671141094846
Black272712827269281666534
Hispanic469653128280187777023
White1091819139582513897611
Two or more races685791579083107847716
Students with Disabilities1424158-4545551393861
Economically Disadvantaged273712737370272676533
English Learners248465286861321646236
Chemistry Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students13897711159075102094746
Female11897711109079101993747
Male1490761020917192195745
American Indian<100<0<<<<<100<0
Asian369458626936773798612
Black485821548682149898011
Hispanic1484711621937271494816
Native Hawaiian<100<0<100<0<100<0
White239370726946863199671
Two or more races7989129958651791749
Students with Disabilities76760331375632533100670
Economically Disadvantaged586811468982111491779
English Learners251007508776923<100<0
Earth Science Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students879712148075205777123
Female575702548076204777323
Male1082721857974217776923
American Indian18100820<<<<30100700
Asian259470699485612867514
Black371682917372272696731
Hispanic1078682237673245716629
Native Hawaiian-1001000<<<<<<<<
White199576511938271393817
Two or more races788821289083104848116
Students with Disabilities54944511505050-454455
Economically Disadvantaged573682727371273716829
English Learners648425215150493565344
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 Students168064201779622117786122
Female147964211579642116796321
Male178063201979602117786022
American Indian24906610248863123893557
Asian269367731926183493597
Black97364271072622810716129
Hispanic178064201780632018796121
Native Hawaiian138774133780432018735527
White279164930936373093627
Two or more races258864122286631421896711
Students with Disabilities9534447951434910483852
Economically Disadvantaged117564251172612811726128
English Learners136754332072522818685032
VA & US History Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students7746726771642911746226
Female6716529669633111726128
Male8766824873652712766424
American Indian13887513-737327<100<0
Asian13897711138068202293717
Black468643236259384646036
Hispanic7615439571662914806620
Native Hawaiian<100<0<<<<<<<<
White15897411169276825906510
Two or more races98273181684691618887012
Students with Disabilities243415714140592383662
Economically Disadvantaged468643236159396676133
English Learners138376276053409706130
World History I Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students107767231074642617866914
Female8756625775672517887112
Male118068201373602717836617
American Indian20907010<<<<<100<0
Asian3194646298859123296644
Black470663056762338807220
Hispanic188869121076662410705930
Native Hawaiian<100<0<<<<<<<<
White2494706238866123297653
Two or more races1894766178668142395725
Students with Disabilities346425454540554474353
Economically Disadvantaged672662856661349817219
English Learners6898311166145399574943
World History II Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students10716029147965219786822
Female8686032117665246746826
Male127361271782651814826818
American Indian<100<0<<<<<100<0
Asian25795421288961113192628
Black460564087364275716729
Hispanic13887513670643011736227
Native Hawaiian<<<<<<<<<100<0
White20876713279467615897411
Two or more races168367171486731413816919
Students with Disabilities135346545349477686132
Economically Disadvantaged562573887467267756925
English Learners7534747135341479746526
Geography Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students119685411948265716629
Female8958759948664716729
Male149682414937976706430
American Indian<100<030906010<<<<
Asian2198772179881220896911
Black59287838985112626038
Hispanic4999417968844726828
Native Hawaiian<100<0<<<<<<<<
White179981120997911391789
Two or more races16968149958554797521
Students with Disabilities68983113706830-343466
Economically Disadvantaged79387779083102626038
English Learners20100800-929282464454
Civics & Econ Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students148166191479652113806720
Female148268181481661914826918
Male157965211578632213796621
American Indian21866414<100<023100770
Asian219575525926782994656
Black976672497364277746626
Hispanic108171191182711816826618
Native Hawaiian-646436<100<0<<<<
White2790641027946762693677
Two or more races23876413177962211692778
Students with Disabilities547425334644544433957
Economically Disadvantaged10776723107363278776923
English Learners177962211074642618735527
VA Studies Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students328250183583481735814719
Female308252183383501735834817
Male348248183682471835804520
American Indian43935073610064060802020
Asian4998492791002107896174
Black217656242377542324755125
Hispanic408949114286441436885112
Native Hawaiian4510055070100300<<<<
White5390371058933575593387
Two or more races55923784486421443904710
Students with Disabilities115544451050405012513849
Economically Disadvantaged227755232577522326765024
English Learners268559154389461141834217
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Percent of Kindergarten Students Meeting Literacy Benchmarks

All Kindergartners

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

 

2014-20152015-20162016-2017
Percent of Kindergarten Students Meeting Literacy BenchmarksDivision: 89.54 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-kindergarten2,1722,0531,929
Kindergarten2,6972,6832,609
Grade 12,8552,5662,612
Grade 22,7082,6562,408
Grade 32,6522,5682,511
Grade 42,3592,4962,423
Grade 52,3292,2392,368
Grade 62,1962,2032,143
Grade 72,1352,0762,102
Grade 82,0641,9861,931
Grade 93,0993,0412,768
Grade 101,9932,0302,082
Grade 111,3671,3551,451
Grade 121,5221,4731,439
Post Graduate11111
Total Students32,14931,43630,787
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 Students321493143630787
Female156681538715068
Male164811604915719
American Indian140126116
Asian713727719
Black195821888118401
Hispanic255527442903
Native Hawaiian1128986
White708769276638
Two or more races196019421924
Students with Disabilities417741574064
Not Students with Disabilities279722727926723
Economically Disadvantaged241031967120058
Not Economically Disadvantaged80461176510729
English Learners101112261297
Not English Learners311383021029490
Migrant1
Homeless102267235
Military Connected453846214534
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 StudentsDivision5918504772170100
State4978334421271095754971971
FemaleDivision33641415256937
State27214152009363331873682
MaleDivision255436324710163
State2256919221177462436241289
American IndianDivision<<<<0<
State123127114274
AsianDivision30100000
State45731128821711553
BlackDivision250574375212471
State79241059810702201500851
HispanicDivision425344164
State47504926292891961258
Native HawaiianDivision<<<<0<
State62634043
WhiteDivision2161496112212
State299871610611585831716708
Two or more racesDivision495505811
State23641473934417494
Students with DisabilitiesDivision565478412
State1022603527101341172104
Economically DisadvantagedDivision21851734307171
State959515820159442926401138
English LearnersDivision7160090
State1518329526534162581
HomelessDivision4121024
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 Students1830148881.3156085.21709.3
Female89676585.479088.2697.7
Male93472377.477082.410110.8
American Indian0<<<<00
Asian40401004010000
Black110886177.791382.412411.2
Hispanic1239980.510383.71613
Native Hawaiian0<<<<00
White41637189.238291.8225.3
Two or more races12810481.310985.286.3
Students with Disabilities16811769.612574.44124.4
Economically Disadvantaged94176981.779984.9717.5
English Learners322371.92371.9928.1
Homeless231773.91773.928.7
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 Taken1,662 / 21.03%1,657 / 20.76%1,564 / 19.8%
Advanced Placement Course Enrollment2,000 / 25.3%2,021 / 25.32%1,888 / 23.9%
Dual Enrollment63 / .8%68 / .85%84 / 1.06%
Governor’s School Enrollment -56 / .7%62 / .78%
IB Course Enrollment115 / 1.45%110 / 1.38%118 / 1.49%
Senior Enrolled in IB Program64 / .81%48 / .6%61 / .77%
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 StudentsDivision133888434
State800275758028
FemaleDivision74853628
State404623112723
MaleDivision59034841
State395652645333
American IndianDivision0<100
State25416535
AsianDivision473428
State5267459213
BlackDivision76649935
State171681128234
HispanicDivision754047
State8078522135
Native HawaiianDivision0<100
State1147336
WhiteDivision37325931
State457593374926
Two or more racesDivision674533
State3387249826
Students with DisabilitiesDivision663153
State5663303146
Economically DisadvantagedDivision63939538
State224071294742
English LearnersDivision291934
State5212340435
LEGEND < = A group below state definition for personally identifiable results. - = no data available for that group This report provides the best available estimates about college enrollment according to the National Student Clearinghouse. For more information, see the answers to Frequently Asked Questions about this report at: http://www.doe.virginia.gov/school_finance/arra/stabilization/reported_data/assurance_c/faq_c11.pdf. Students who attended schools that do not participate in NSC are not included in the number or percent of students enrolled in an IHE. Federally recognized high school diplomas include Standard, Advanced Studies, or International Baccalaureate (IB) diplomas. Most subgroups are based on students' most recent status.

Career & Technical Education

Students Earning One or More CTE Credentials: All Students

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

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

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

Career and Technical Education
Count
2014-20152015-20162016-2017
NOCTI AssessmentsDivision120157156
 State397141393623
State LicensuresDivision342934
 State167317901964
Industry CertificationDivision236325053117
 State89541100544109590
Workplace ReadinessDivision8911111
 State336653077542313
Total Credentials EarnedDivision260627023418
 State128850137248157490
Students Earning One or More CredentialsDivision206920482760
 State104867109089126113
CTE CompletersDivision841972906
 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 Students15673072122940%
2014-2015
Number of Test TakersNumber of Tests TakenNumber of Tests with Qualifying ScoresPercentage of Tests Passed
All Students15372996126242.1%
2015-2016
Number of Test TakersNumber of Tests TakenNumber of Tests with Qualifying ScoresPercentage of Tests Passed
All Students14422832127845.1%
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

School Finance

Percentage of Expenditures

Division Expenditures

Multiple factors should be considered when comparing the level of school division expenditures for instruction and expenditures for non-instructional costs, such as administration, health services and pupil transportation. These factors include economies of scale, geographic size, and the number of students requiring special services. For example:

  • Smaller school divisions may have similar administrative and support costs as larger divisions but these non-instructional costs are spread over a smaller expenditure base.
  • Geographically large but sparsely populated school divisions may have higher per-pupil transportation costs because of travel distances and mountainous topography.
  • Divisions with large populations of at-risk or special needs students must provide support services that are required or that raise student achievement.
School Division - Percentage of Expenditures
 2013-20142014-20152015-2016
Percentage of fiscal year division
operating expenditures for instructional costs
6866.567

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
2013-20143,544.005,665.001,461.00
2014-20154,014.005,760.001,523.00
2015-20163,912.005,767.001,737.00

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 Students290911968895175928458220490721022760425571118217426756258511202128
Female14286924413771139091074405942135531195506999130811273502999
Male148051044482988145491130502116014051136261211751367513126181129
American Indian150113413011212120123101001139
Asian711177970732713711219569822229
Black1749113586461246169701456647151316253172775715791563216497631473
Hispanic196111653101215714160150228619795141243926992184
Native Hawaiian996261067219583586355
White6828339134284653741114530963874361883106078471183327
Two or more races185112150109185114644104175215663124172316052121
Students with Disabilities3875378194399385043218241838474662364463037352180292
Economically Disadvantaged2029316357721428191171750719154415170170073811101684019648601657
English Learners10653716301150462767119173425112731134284
Homeless414735811833086507936293561404609282181
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 Students94.5694.0394.14
Female94.6994.1694.15
Male94.4593.994.12
American Indian94.4294.4793.06
Asian97.1897.196.84
Black94.2693.5593.89
Hispanic94.4494.3493.97
Native Hawaiian96.0594.6994.34
White95.0394.7994.52
Two or more races94.8794.3894.36
Students with Disabilities93.4492.893.01
Economically Disadvantaged94.193.4893.78
English Learners95.4395.2894.74
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 Offenses144
Technology Offenses43
Offenses Against Student200
Offenses Against Staff103
Weapons Offenses65
Property Offenses137
All Other Offenses229
Other Offenses Against Persons3,700
Disorderly or Disruptive Behavior Offenses5,827
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 Indian0.4890.260.4350.30.4010.21
Asian2.2980.312.2180.472.3130.32
Black60.98583.2260.9183.960.06283.72
Hispanic7.2993.787.9473.388.7293.65
Native Hawaiian0.350.130.3480.250.2830.11
White22.3727.5922.0447.9422.0357.95
Two or more races6.2064.716.0973.766.1784.04
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 Indian0.4890.350.4350.4010.44
Asian2.2980.352.2180.392.313
Black60.98582.7560.9185.8360.06281.86
Hispanic7.2993.177.9471.978.7294.42
Native Hawaiian0.350.3480.2830.44
White22.3727.3922.0448.2722.03510.18
Two or more races6.2065.996.0973.546.1782.65
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 Indian0.4890.4350.401
Asian2.2982.2182.313
Black60.9859060.9110060.062100
Hispanic7.299107.9478.729
Native Hawaiian0.350.3480.283
White22.37222.04422.035
Two or more races6.2066.0976.178
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 Students66.8370.670.26
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 Students52.2954.6252.26
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 Students80.5579.3779.95
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

Teacher Quality

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Student-Teacher Ratio

2015-2016 Grades K-7 Student Teacher Ratio: 12.24 : 1

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

2015-2016 Grades 8-12 Student Teacher Ratio: 11.89 : 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
 2015-20162016-2017
Provisional3%4%
Provisional Special Education2%2%
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%1%
High Poverty100%1%1%
Low Poverty-1%-
State
All Schools100%1%1%
High Poverty100%2%2%
Low Poverty100%1%1%
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

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

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

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

Teacher Educational Attainment

Teacher Educational Attainment: 2016-2017

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

Teacher Educational Attainment
 Bachelor's DegreeMaster's DegreeDoctoral DegreeOther
2014-201539%55%2%4%
2015-201641%54%2%3%
2016-201741%54%2%3%
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
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