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General school information

Division: Northampton County Public Schools
Address: 7207 Young St Machipongo, VA 23405
Superintendent: Mr. Charles Eddie Lawrence
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 Schools4
Fully Accredited1
Partially Accredited: Approaching Benchmark-Pass Rate1
Partially Accredited: Warned School-Graduation and Completion Index1
Partially Accredited: Reconstituted School1

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 StudentsDivision818083
 Virginia858687
FemaleDivision828489
 Virginia898990
MaleDivision807576
 Virginia828384
AsianDivision100100
 Virginia909293
BlackDivision757783
 Virginia797981
HispanicDivision85<85
 Virginia767675
WhiteDivision858383
 Virginia899091
Two or more racesDivision100100<
 Virginia888989
Students with DisabilitiesDivision<3627
 Virginia535354
Economically DisadvantagedDivision767483
 Virginia757578
English LearnersDivision87<
 Virginia676762
Gap Group 2Division757783
 Virginia797981
Gap Group 3Division85<85
 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 Students106555351171602911726028
Female106655341075662512766324
Male106555351166553411685732
American Indian<100<0<100<0<<<<
Asian<100<0<100<0<100<0
Black455514555954416615539
Hispanic768623277770239736427
White197960212085651520866514
Two or more races307443262270483027734627
Students with Disabilities930217063025708282072
Economically Disadvantaged762543886658348686032
English Learners-45455526260386625638
Migrant9645536<<<<<<<<
Grade 3 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students13625038167156299665734
Female126755332082611815725728
Male13594541126351375625738
Black6635837105848424585442
Hispanic4585442109081104787422
White286133392783571719725328
Two or more races<<<<<<<<<<<<
Students with Disabilities83325676292471-242476
Economically Disadvantaged7595341146753339635437
English Learners-5353478928385746826
Migrant<100<0<100<0
Grade 4 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students13625038873652719755625
Female13604740778712224846116
Male12655335969603115675233
Black6504450262603812655335
Hispanic5686432-9494610726228
White25785322188365183191609
Two or more races<<<<<<<<<<<<
Students with Disabilities9271873532276821472653
Economically Disadvantaged9595041669643115745926
English Learners-555545<100<04676333
Migrant<<<<<100<0<100<0
Grade 5 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students147056301867493313705830
Female176851321667513310746426
Male117160292167473314675333
American Indian<100<0<<<<
Asian<100<0<100<0
Black1047375375144498635637
Hispanic176750331272602822745226
White13917993586511414806620
Two or more races<100<0<<<<<<<<
Students with Disabilities1864453682517758332567
Economically Disadvantaged136653341563483711675633
English Learners<<<<<<<<17725628
Migrant<<<<<<<<<100<0
Grade 6 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students136753331375622515725828
Female167054301180692014715729
Male96152391572562816755925
Black651454966356386605440
Hispanic10756525106757337746726
White27876013259065103693577
Two or more races<<<<<<<<<<<<
Students with Disabilities-151585-2727739271873
Economically Disadvantaged9655635772652810706030
English Learners<<<<<<<<-505050
Grade 7 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students8716229870623013766324
Female4747026873642714806620
Male12685632765583512736127
Asian<100<0<100<0<100<0
Black266643425250488686032
Hispanic57468261080702016725628
White18745626199374715857015
Two or more races<100<0<100<0<<<<
Students with Disabilities6241876-2020806181282
Economically Disadvantaged768613256662347726628
English Learners<<<<<<<<10605040
Grade 8 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students452484856459367655835
Female452484856761333676433
Male5524848461573912625038
Asian<100<0<100<0<100<0
Black140386055853422424058
Hispanic-59594155955414817719
White8726428375722516877113
Two or more races<<<<<100<0<100<0
Students with Disabilities5201580631256977-93
Economically Disadvantaged346435455954412595741
English Learners<<<<<<<<<<<<
EOC English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students877692367468266777123
Female8736427284821610857515
Male7827518116353372696831
Black270683056661342727028
Hispanic-838317-838317-595941
White18846716138471161594796
Students with Disabilities<<<<11392861-292971
Economically Disadvantaged473692756965311696831
English Learners<<<<<<<<-424258
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 Students762553865852427605240
Female865563546460368726428
Male560544075346476474153
Asian<100<0<100<0<100<0
Black248465235450463484552
Hispanic373702755751432666434
White15816619866583418725428
Two or more races<<<<<<<<<100<0
Students with Disabilities93223689302170-9991
Economically Disadvantaged357534345247483535047
English Learners<<<<<<<<-171783
Migrant<<<<<<<<
Grade 8 Writing Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students450465045450466565044
Female757504326058406696331
Male-42425854844526403560
Asian<100<0<100<0<100<0
Black3333067-464654-424258
Hispanic-656535-5050504686432
White9766824664583620674733
Two or more races<<<<<100<0<100<0
Students with Disabilities-171783-363664-8892
Economically Disadvantaged245435524644543524948
English Learners<<<<<<<<<<<<
Migrant<<<<<<<<
EOC Writing Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students1075652586255388635537
Female10746426567613311766524
Male10756625105848426524648
Black265633566054406544846
Hispanic885771512655335-646436
White208464161068583216765924
Students with Disabilities2050305016261174-101090
Economically Disadvantaged569653175851423545146
English Learners<<<<<<<<<<<<
Migrant<100<0<<<<
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

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 Students1173622797364279706130
Female974652687870228766824
Male137360271168583210655535
American Indian<100<0<<<<<100<0
Asian<100<0<100<0<100<0
Black668623246359375615639
Hispanic12786622148571159776723
White177962211380672014776423
Two or more races217958211779622119816119
Students with Disabilities1044355663428667272073
Economically Disadvantaged971622977063307676033
English Learners1161503997565255676233
Migrant27825518<100<0-717129
Grade 3 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students1770533086456368625438
Female116756331174632612726028
Male2173512855651445554945
Black1070593025250483454155
Hispanic15624638118978114777323
White297445261371582914725828
Two or more races<<<<<<<<<100<0
Students with Disabilities45248486181282-181882
Economically Disadvantaged1368543376357376595241
English Learners10504050109080105736827
Migrant<100<0<<<<
Grade 4 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students178266181774572614695531
Female188263181679622116786322
Male158369171871532913624838
Black117564251160494012635137
Hispanic338652143710063014867214
White14948061578632220664634
Two or more races<<<<<100<0<<<<
Students with Disabilities18452755532276821321168
Economically Disadvantaged158166191471562913695631
English Learners36824518<100<017836717
Migrant<100<0<100<0<<<<
Grade 5 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students126957311368553210524248
Female969603186658349564744
Male146854321970513011493851
American Indian<100<0<100<0
Asian<100<0<100<0
Black856484445046505443956
Hispanic13635038137158298524448
White15836717279265817584242
Two or more races<100<0<<<<<<<<
Students with Disabilities2755274585042509221378
Economically Disadvantaged962533896455367484152
English Learners<<<<<<<<-444456
Migrant<100<0<100<0<<<<
Grade 6 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students259065101689731115907510
Female249268813917891492788
Male258661141888691316887312
Black1183721787869226837717
Hispanic2010080027956851696804
White4793477179679428100720
Two or more races<100<0<100<0<<<<
Students with Disabilities-62623896455369736427
Economically Disadvantaged198869121086761411897911
English Learners<100<0<<<<-92928
Grade 7 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students11645336977682311685732
Female464603698476168716329
Male176548351067573313655235
Asian<100<0<100<0<100<0
Black456534427270289625338
Hispanic1085751558075208635438
White186345381981631916735827
Two or more races<100<0<100<0<<<<
Students with Disabilities19311369-3636646181282
Economically Disadvantaged761543977467269635437
English Learners<<<<<<<<-404060
Grade 8 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students147465326159393625938
Female-464654-686832-777723
Male249475145551455494451
Black241395925957412575543
Hispanic-4545557736727-797921
White-646436-585842-606040
Two or more races<<<<<100<0
Students with Disabilities6292471102414767292171
Economically Disadvantaged141395936158392595841
English Learners<<<<<<<<<<<<
Algebra I Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students381781916665343696631
Female2888612-7575252706830
Male473682726057403686532
Asian<100<0<100<0<100<0
Black1767524-5858421595841
Hispanic-9191958176196746926
White884761627673244837917
Two or more races<100<0<<<<<100<0
Students with Disabilities-383863-272773-262674
Economically Disadvantaged281791916160393666334
English Learners<<<<<<<<8625438
Geometry Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students47774238797221891839
Female26764338847616392908
Male5888312774672614897511
Black2838117-787823-818119
Hispanic-8686141486711415100850
White7675933117564251196864
Two or more races<<<<<100<0<100<0
Students with Disabilities<<<<<<<<<<<<
Economically Disadvantaged381781938279184868214
English Learners<100<0<100<0
Algebra II Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students6888113686801412827018
Female138875134928886878113
Male-888813880722019775823
Black<<<<48177195817619
Hispanic<<<<<100<014715729
White118978111388751310908010
Economically Disadvantaged-898911386831414867214
Migrant<100<0
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Science

Science Performance: All Students

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

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

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

Overall Student Performance: Science Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students7736627107463267756825
Female672662877265284757125
Male8736527147562259756625
American Indian<100<0<<<<<100<0
Asian<100<0<100<0<100<0
Black360574056258383646136
Hispanic8787023127664246767024
White11897811189173912897711
Two or more races-707030973642715100850
Students with Disabilities246445484234583242176
Economically Disadvantaged568643286962315716529
English Learners-595941-4848522565444
Migrant<<<<<<<<<<<<
Grade 5 Science Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students148167192375522515735827
Female127866221571552912796721
Male168468163281491918685132
American Indian<100<0<100<0
Asian<100<0<100<0
Black12695731135946418665834
Hispanic177963212579542116725628
White1593787379761325815619
Two or more races<100<0<<<<<100<0
Students with Disabilities9736427174225589221378
Economically Disadvantaged107867221772552815705530
English Learners<<<<-7070306676133
Migrant<100<0<<<<<100<0
Grade 8 Science Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students166653477972212626038
Female17169292696731-666634
Male-606040118675144585442
Asian<100<0<100<0<100<0
Black-56564447067302424058
Hispanic-6767335817619-747426
White-888812118977113838017
Two or more races<<<<<100<0<100<0
Students with Disabilities-31316920533347-141486
Economically Disadvantaged-6060404787322-565644
English Learners<<<<<<<<<<<<
Migrant<<<<<<<<
Biology Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students7777023107161295807520
Female5767124107767235777323
Male10786822106757336837717
Black265643566155392757325
Hispanic793867-7272288736527
White209272822896811892838
Two or more races<100<0<<<<<100<0
Students with Disabilities-505050-383862-404060
Economically Disadvantaged573682766559353777423
English Learners<<<<<<<<-505050
Chemistry Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students8989035888412798902
Female10958654848016595905
Male510095069489610100900
Black-1001000-797921793877
Hispanic<100<0<100<0<100<0
White99687469488611100890
Economically Disadvantaged510095088880125100950
Earth Science Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students559544156560354777323
Female55651443676433-717129
Male562573886456367817419
Black3484552-5555452666434
Hispanic-686832136552354787422
White137966218877913994856
Two or more races<<<<<<<<<100<0
Students with Disabilities-353565-181882-292971
Economically Disadvantaged355524545955411737227
English Learners-676733<<<<-505050
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 Students167357271171602915766124
Female15715629771642915786322
Male167559251570563016745826
Asian<100<0<<<<<100<0
Black865573556156399665734
Hispanic187659241078682220826218
White258559152185641520856515
Two or more races407030301569543125835817
Students with Disabilities446435454338578342566
Economically Disadvantaged15695431966573413726028
English Learners12554245-58584223684532
Migrant<<<<<<<<<<<<
VA & US History Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students567623346662347635637
Female6504450-6767334676333
Male4878313965573510605040
Black-525248-5656446645836
Hispanic9918296888113-454555
White87870231378652215715629
Two or more races<100<0<<<<
Students with Disabilities<<<<-434357-141486
Economically Disadvantaged663573736158395534847
English Learners<<<<<<<<-252575
World History I Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students962533856458365757125
Female564593646863322646336
Male1160494075953417847716
Black4545046-5454463635938
Hispanic565603596455364888313
White18745526118674148867814
Students with Disabilities-323268<<<<-383862
Economically Disadvantaged756484435552453737027
English Learners-464654<<<<<<<<
World History II Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students8837517117565251294826
Female3797621107363271093837
Male13877413117867221695795
Black87163294635937-92928
Hispanic<<<<<<<<1891739
White1110089023957351396834
Two or more races<100<0<100<0
Economically Disadvantaged672662876659347908310
Civics & Econ Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students12685632870623013756225
Female11716029665583516816619
Male136451361075642510685832
Asian<100<0<100<0<100<0
Black361583965852427635538
Hispanic6615639-84841612857315
White298657141579642124906610
Two or more races<<<<<100<0<100<0
Students with Disabilities9271873-363664-8892
Economically Disadvantaged762553856763337736627
English Learners<<<<<<<<<<<<
Migrant<<<<<<<<
VA Studies Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students43925082579552137834617
Female4492488178367174092528
Male41935273276442433744126
Black28926481371582921715029
Hispanic50914193387531363100380
White58943663785491536885212
Two or more races<<<<<100<0<<<<
Students with Disabilities973642710403060-585842
Economically Disadvantaged41915092277542334824818
English Learners33835017<100<058100420
Migrant<<<<<100<0
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Percent of Kindergarten Students Meeting Literacy Benchmarks

All Kindergartners

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

 

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

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

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

Enrollment

Fall Membership by Grade

Grade2014-20152015-20162016-2017
Pre-kindergarten9410269
Kindergarten121125147
Grade 1129124124
Grade 2109139117
Grade 3139121129
Grade 4123145117
Grade 5132129137
Grade 6107129112
Grade 7123107141
Grade 8130119118
Grade 9133133124
Grade 10111131122
Grade 11107102121
Grade 12939490
Total Students1,6511,7001,668
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

2016 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
Subgroup2014-20152015-20162016-2017
All Students165117001668
Female773798791
Male878902877
American Indian154
Asian101416
Black787796768
Hispanic276301315
Native Hawaiian441
White531528510
Two or more races425254
Students with Disabilities221204201
Not Students with Disabilities143014961467
Economically Disadvantaged131113511289
Not Economically Disadvantaged340349379
English Learners204220205
Not English Learners144714801463
Migrant515250
Homeless218250233
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 StudentsDivision315431145
State4978334418270994955151976
FemaleDivision17280152
State27214151969363301886684
MaleDivision14263093
State2256919222177361936291292
AsianDivision<<<<0<
State45731128821711653
BlackDivision15293163
State79241059610702191502852
HispanicDivision4110020
State47504926291891963260
WhiteDivision11110052
State299881610411585771729709
Two or more racesDivision<<<<<<
State23631474934317495
Students with DisabilitiesDivision0113061
State1022603127091331175105
Economically DisadvantagedDivision164231124
State959415818159442726451138
English LearnersDivision<<<<<<
State1518329526534162683
HomelessDivision270010
State203616882423757
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 Students1088881.59083.31413
Female534584.94686.859.4
Male554378.24480916.4
Asian0<100<10000
Black574782.54884.2610.5
Hispanic171588.21588.2211.8
White292275.92379.3517.2
Two or more races0<<<<<<
Students with Disabilities211466.71571.4628.6
Economically Disadvantaged786178.26279.51215.4
English Learners0<<<<<<
Homeless10990990110
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 Taken45 / 10.14% - -
Advanced Placement Course Enrollment48 / 10.81%63 / 13.7%48 / 10.5%
Dual Enrollment49 / 11.04%13 / 2.83%20 / 4.38%
Governor’s School Enrollment - - -
IB Course Enrollment - - -
Senior Enrolled in IB Program - - -
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

Postsecondary Enrollment

2014-2015 Postsecondary Enrollment: All Students

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

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

2014-2015 FGI cohort year (students entering high school in 2011)
Total number of students in the cohort earning a federally recognized high school diplomaStudents who enrolled in any Institution of Higher Education (IHE) within 16 months of earning a federally recognized high school diploma
TypeTotalTotal HERemaining Percent
All StudentsDivision744243
State800255758028
FemaleDivision382534
State404623112723
MaleDivision361753
State395632645333
AsianDivision0<100
State5267459213
BlackDivision372046
State171671128234
HispanicDivision0<100
State8077522135
WhiteDivision291934
State457593374926
Two or more racesDivision0<100
State3387249826
Students with DisabilitiesDivision0<100
State5663303146
Economically DisadvantagedDivision482548
State224061294742
English LearnersDivision0<100
State3672225539
LEGEND < = A group below state definition for personally identifiable results. - = no data available for that group This report provides the best available estimates about college enrollment according to the National Student Clearinghouse. For more information, see the answers to Frequently Asked Questions about this report at: http://www.doe.virginia.gov/school_finance/arra/stabilization/reported_data/assurance_c/faq_c11.pdf. Students who attended schools that do not participate in NSC are not included in the number or percent of students enrolled in an IHE. Federally recognized high school diplomas include Standard, Advanced Studies, or International Baccalaureate (IB) diplomas. Most subgroups are based on students' most recent status.

Career & Technical Education

Students Earning One or More CTE Credentials: All Students

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

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

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

Career and Technical Education
Count
2014-20152015-20162016-2017
NOCTI AssessmentsDivision---
 State397141393623
State LicensuresDivision---
 State167317901964
Industry CertificationDivision164254
 State89541100544109590
Workplace ReadinessDivision132657
 State336653077542313
Total Credentials EarnedDivision2968111
 State128850137248157490
Students Earning One or More CredentialsDivision296299
 State104867109089126113
CTE CompletersDivision524239
 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 Students2635925.7%
2014-2015
Number of Test TakersNumber of Tests TakenNumber of Tests with Qualifying ScoresPercentage of Tests Passed
All Students55642437.5%
2015-2016
Number of Test TakersNumber of Tests TakenNumber of Tests with Qualifying ScoresPercentage of Tests Passed
All Students3838718.4%
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

School Finance

Percentage of Expenditures

Division Expenditures

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

  • Smaller school divisions may have similar administrative and support costs as larger divisions but these non-instructional costs are spread over a smaller expenditure base.
  • Geographically large but sparsely populated school divisions may have higher per-pupil transportation costs because of travel distances and mountainous topography.
  • Divisions with large populations of at-risk or special needs students must provide support services that are required or that raise student achievement.
School Division - Percentage of Expenditures
 2013-20142014-20152015-2016
Percentage of fiscal year division
operating expenditures for instructional costs
53.557.560

Statewide Expenditures

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

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

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

Sources of Financial Support and Total Per Pupil Expenditures for Operations

Division Per-Pupil Spending

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

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

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

School Division - Per-Pupil Spending
 Local FundingStateFederal
2013-20144,847.005,127.002,457.00
2014-20154,851.005,444.001,596.00
2015-20164,746.005,477.001,417.00

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 Students13871337211713111518812713631816090135620661102
Female663503244612753664635823141642903043
Male7248340736997652637289929497141163159
Asian1111000001200113100
Black666704063623764067642793046635842951
Hispanic256196102442381227420911289381113
White421412238402463543387762027376722035
Two or more races332363064443515391013
Students with Disabilities17321143016616172315928132417230920
Economically Disadvantaged1084116641031029136761121084148568210611705889
English Learners19415471781671319511771892529
Homeless211221527194332323206301717188392116
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 Students92.7593.4193.03
Female92.8693.3993.18
Male92.6693.4292.9
American Indian91.889.1593.68
Asian95.6596.1996.09
Black92.6993.493.27
Hispanic94.2594.6793.72
Native Hawaiian95.1694.4999.24
White92.1592.8192.24
Two or more races91.2192.2491.83
Students with Disabilities91.8691.2492.11
Economically Disadvantaged92.4593.0892.65
English Learners93.7495.1194.31
Migrant91.5293.6695.09
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 Offenses<
Technology Offenses13
Offenses Against Student16
Offenses Against Staff<
Weapons Offenses<
Property Offenses<
All Other Offenses<
Other Offenses Against Persons160
Disorderly or Disruptive Behavior Offenses251
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 Indian0.0610.730.2940.290.24
Asian0.6060.8240.959
Black47.66874.5146.82466.7646.04368.33
Hispanic16.7175.3417.7061018.8857.78
Native Hawaiian0.2420.2350.06
White32.16216.9931.05920.2930.57618.89
Two or more races2.5442.433.0592.653.2375
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 Indian0.0610.2940.24
Asian0.6060.8240.959
Black47.66810046.82410046.043
Hispanic16.71717.70618.885
Native Hawaiian0.2420.2350.06
White32.16231.05930.576
Two or more races2.5443.0593.237
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 Indian0.0610.2940.24
Asian0.6060.8240.959
Black47.66846.82446.043
Hispanic16.71717.70618.885
Native Hawaiian0.2420.2350.06
White32.16231.05930.576
Two or more races2.5443.0593.237
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 Students75.2675.4672.55
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 Students46.4645.3943.2
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 Students78.679.8180.03
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: 11.49 : 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

2015-2016 Grades 8-12 Student Teacher Ratio: 10.95 : 1

student 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
Provisional19%15%
Provisional Special Education1%1%
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

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

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

Percentage of Core Academic Classes Taught by Teachers Not Meeting the Federal Definition of Highly Qualified
 2014-20152015-20162016-2017
Division
All Schools100%3%1%
High Poverty100%3%1%
Low Poverty---
State
All Schools100%1%1%
High Poverty100%2%2%
Low Poverty100%1%1%
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

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

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

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

Teacher Educational Attainment

Teacher Educational Attainment: 2016-2017

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

Teacher Educational Attainment
 Bachelor's DegreeMaster's DegreeDoctoral DegreeOther
2014-201549%49%1%1%
2015-201653%43%2%2%
2016-201757%40%1%2%
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
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