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General school information

Division: Nottoway County Public Schools
Address: 10321 East Colonial Trail Nottoway, VA 23955
Superintendent: Dr. Rodney Berry
Region: 8
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 Schools5
Fully Accredited4
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 StudentsDivision777782
 Virginia858687
FemaleDivision848186
 Virginia898990
MaleDivision707477
 Virginia828384
AsianDivision100100100
 Virginia909293
BlackDivision697476
 Virginia797981
HispanicDivision<<100
 Virginia767675
WhiteDivision847986
 Virginia899091
Two or more racesDivision100<<
 Virginia888989
Students with DisabilitiesDivision251326
 Virginia535354
Economically DisadvantagedDivision676775
 Virginia757578
English LearnersDivision<<
 Virginia676762
Gap Group 2Division697476
 Virginia797981
Gap Group 3Division<<100
 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 Students9685932972632810766524
Female117261281176642412786622
Male765583566862329736527
American Indian<<<<<100<0<<<<
Asian<100<0<<<<<100<0
Black353504755853426676133
Hispanic960514086759336696331
White138268181384711615857015
Two or more races11776623576712415725728
Students with Disabilities1032226843126698342666
Economically Disadvantaged660544056459367696131
English Learners749425125351476655835
Grade 3 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students7696131774662618786022
Female8645636774672618816219
Male6736628874662618765824
American Indian<100<0<<<<
Asian<100<0<<<<<100<0
Black4585442459554117715429
Hispanic-404060669633110706030
White12796721129280819866714
Two or more races<100<0-606040<<<<
Students with Disabilities6534747829217115311569
Economically Disadvantaged4605640368653217715429
English Learners-333367-575743<<<<
Grade 4 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students146147391070593013786622
Female216645341765483516806420
Male857494357470269776723
Black4353165105948413737027
Hispanic308050207575043793877
White218564151279672122856315
Two or more races<<<<<<<<17503350
Students with Disabilities23361464618128213433057
Economically Disadvantaged105343471062523810736327
English Learners<<<<-555545892838
Grade 5 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students116554351362483812766424
Female146753332068483213726028
Male9645536856494412796821
American Indian<100<0<100<0
Asian<100<0<100<0
Black955464543934619736427
Hispanic7575043107060307534747
White147763232484601616816619
Two or more races<<<<<<<<<<<<
Students with Disabilities18279734221778-333367
Economically Disadvantaged657504385244487686132
English Learners-454555106050409453655
Grade 6 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students96859321272592816735827
Female127664241678622221805920
Male66256381067573310685732
Black-525248106454366615539
Hispanic<<<<14503650<<<<
White148167191582671826886212
Two or more races<100<0<<<<<<<<
Students with Disabilities12291871-27277313352265
Economically Disadvantaged659544166357379665634
English Learners<<<<-424258<<<<
Grade 7 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students1271602957772237766924
Female1684681678477168807220
Male759514137067307736627
Black455514526362375696531
Hispanic<<<<<<<<-545446
White18856815885781510867614
Two or more races<<<<<100<0<<<<
Students with Disabilities72720736504450-222278
Economically Disadvantaged1164523646965312676533
English Learners<<<<<<<<-505050
Grade 8 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students5585343106555355635837
Female5625738138068207655835
Male553484775143493615839
Asian<100<0<100<0
Black236346414947512393861
Hispanic-626238<<<<-626238
White8726528187860239797021
Two or more races<<<<<<<<<100<0
Students with Disabilities-161684-333367-242476
Economically Disadvantaged146455445652443514749
English Learners<<<<<<<<<<<<
EOC English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students488841238279183868214
Female586811458176193898711
Male39188918382174827818
Black-83831717574253848116
Hispanic<100<0<100<0<<<<
White89284848581155898411
Two or more races<<<<<<<<<<<<
Students with Disabilities<<<<536326412473553
Economically Disadvantaged184831627673242878413
English Learners<100<0<100<0<<<<
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

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 Students8676033107262289726428
Female107464261479652114776323
Male459554166559354686432
American Indian<100<0<100<0
Asian<100<0<<<<
Black253514755651444605740
Hispanic-565644157762235575243
White137764231383701714847016
Two or more races8928387797121991829
Students with Disabilities319168184436563282572
Economically Disadvantaged559534166256385635837
English Learners<<<<<<<<-545446
Grade 8 Writing Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students7544746116554358625438
Female116352371474602615715629
Male345425575648442555245
Asian<100<0<<<<
Black333296764337572434157
Hispanic-575743<<<<8585042
White106555351482681814756125
Two or more races<<<<<<<<<100<0
Students with Disabilities412888-282872-202080
Economically Disadvantaged542375885849424494551
English Learners<<<<<<<<<<<<
EOC Writing Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students882731897869229827418
Female108575151483691713837017
Male677712347369275827718
Black272702847066305757025
Hispanic<<<<<<<<<<<<
White15897411138371171393807
Two or more races<100<0<<<<<<<<
Students with Disabilities<<<<145743436383163
Economically Disadvantaged579742136663345777123
English Learners<<<<<<<<<<<<
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 Students147157291374612614735927
Female147358271477632314776223
Male137056301271592914705630
American Indian<<<<<100<0<100<0
Asian<100<0<100<0<100<0
Black859514176659346645836
Hispanic177356271378642215766124
White188062201880612020816119
Two or more races57166291078682222684732
Students with Disabilities1132216872821728292171
Economically Disadvantaged11645336969603110665634
English Learners19654635873652710746326
Grade 3 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students147056301772552821815919
Female126351371769523117856815
Male157762231775582527764924
American Indian<100<0<100<0
Asian<100<0<100<0<100<0
Black7676033116049407686132
Hispanic133320671276652427825518
White19785922278457163191599
Two or more races<<<<-606040<<<<
Students with Disabilities12412959133321672331869
Economically Disadvantaged106151391266533413766324
English Learners825177513736027<<<<
Grade 4 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students287951212078582222745226
Female308757131872542823684432
Male267347272283611721795821
Black15665134127159299615139
Hispanic2791649137360273693577
White40915192684581632855315
Two or more races<<<<<<<<17584242
Students with Disabilities183214681139286113301770
Economically Disadvantaged237552251871532913675433
English Learners20806020-7373272592678
Grade 5 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students257348272172502821816019
Female317241282382591819816119
Male217453262063433823815819
American Indian<100<0<100<0
Asian<100<0<100<0
Black21664534115341479807120
Hispanic276740332090701013756325
White318353173188571232824918
Two or more races<<<<<<<<<<<<
Students with Disabilities254217589261774-333367
Economically Disadvantaged176850321464503615725728
English Learners1767503320806020-757525
Grade 6 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students218362172189681126866014
Female26886212249369731895811
Male177962211986671422846216
Black27068301386741414836917
Hispanic<<<<2093737<<<<
White3691559329059104093527
Two or more races<100<0<100<0<<<<
Students with Disabilities13382563-4040608564844
Economically Disadvantaged177861221088781221826118
English Learners<<<<892838<<<<
Grade 7 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students14241581313069-353565
Female-4646542343266-494951
Male2393761-303070-262674
Black-313169-303070-393961
Hispanic<100<0<<<<<<<<
White2545246-333367-292971
Two or more races<<<<<<<<<<<<
Students with Disabilities72013806171183-6694
Economically Disadvantaged13837621333267-353565
English Learners<<<<<<<<<<<<
Grade 8 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students254534647571252605840
Female262603828482163696631
Male147455356561351535247
Black-3434661666434-444456
Hispanic-696931<<<<7645736
White367643338178193747126
Two or more races<<<<<<<<<<<<
Students with Disabilities-12128862822725141086
Economically Disadvantaged144445637169291474653
English Learners<<<<<<<<9736427
Algebra I Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students184831648379171817919
Female-8484165868114-848416
Male285831538076203777523
Asian<100<0<100<0
Black-676733-808020-737327
Hispanic<100<08837517-828218
White-939376847816-878713
Two or more races<<<<<100<0<<<<
Students with Disabilities<<<<<<<<-202080
Economically Disadvantaged279772138279181747326
English Learners<100<0<<<<<<<<
Geometry Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students368653276760335706530
Female366633446762336706430
Male271682996759334716729
Black-616139-6060402595741
Hispanic<100<0<<<<-828218
White467633397061309786922
Two or more races<<<<<<<<<<<<
Students with Disabilities<<<<<<<<<<<<
Economically Disadvantaged263613725451464666134
English Learners<100<0<<<<
Algebra II Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students2295735321006803996574
Female1893757441005603693577
Male26977131410086043100570
Asian<100<0<100<0
Black1888701218100820<100<0
Hispanic<100<0<100<0<100<0
White22100780471005303994566
Two or more races<100<0<100<0<100<0
Students with Disabilities<100<0
Economically Disadvantaged19957652810072031100690
English Learners<100<0<100<0<100<0
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

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 Students108272181284721611766524
Female10827318118675147777023
Male118271181381691914756025
American Indian<100<0<100<0
Asian<100<0<100<0<100<0
Black574692667468263605740
Hispanic8736527107868236635737
White15897411179376716887212
Two or more races48783131179682110877713
Students with Disabilities6423658206242384423858
Economically Disadvantaged576712487769238675933
English Learners7665934146450364504650
Grade 5 Science Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students238561152486621423825818
Female228260182488651214766224
Male248662142584591632875513
American Indian<100<0<100<0
Asian<100<0<100<0
Black128169191280682011766524
Hispanic257550254090501018654735
White3392598349358732885712
Two or more races<<<<<<<<<100<0
Students with Disabilities17503350226139397403360
Economically Disadvantaged128170191880632017765824
English Learners15695431308050209554545
Grade 8 Science Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students677712398172197676033
Female479752148581156655935
Male9766724137763239696031
Asian<100<0<100<0
Black-54544676154392434157
Hispanic-92928<<<<-545446
White1091819119685412877513
Two or more races<<<<<<<<<<<<
Students with Disabilities444405629592941-292971
Economically Disadvantaged269673177467267564844
English Learners<100<0<<<<<<<<
Biology Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students380772048076208726428
Female380772048176197817419
Male279772148076209625238
Asian<100<0<100<0
Black3747126-767624-515149
Hispanic<<<<-555545-555545
White3838017989801115887312
Two or more races<100<0<<<<<100<0
Students with Disabilities8383162-535347-474753
Economically Disadvantaged173722717372275595441
English Learners<<<<<<<<<<<<
Chemistry Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students13100870171008303757125
Female1610084015100850-686832
Male6100940201008008847616
Asian<100<0
Black-100100011100890-676733
Hispanic<100<0<100<0<<<<
White18100820201008006797321
Economically Disadvantaged7100930111008904686432
English Learners<100<0<100<0<100<0
Earth Science Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students882731878073206827618
Female880722078174195888312
Male984751677972218766924
Black3797621-6767331696831
Hispanic-505050-828218<<<<
White16887212119080101094846
Two or more races<100<010706030<<<<
Students with Disabilities-363664-555545-424258
Economically Disadvantaged677712337268283767324
English Learners<<<<<<<<<<<<
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 Students218160191881631917816319
Female198060201583671714837017
Male238360172180592021785722
American Indian<<<<<100<0<100<0
Asian<100<0<100<0<100<0
Black13736027107060309696031
Hispanic197455261888711223775423
White28896111258964112491679
Two or more races1589741199485612827118
Students with Disabilities8383062145743435423758
Economically Disadvantaged147459261176652413746126
English Learners13675433-73732721715029
VA & US History Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students118574151684681611867414
Female10837317118472165888313
Male128876122185641517846716
Asian<100<0
Black5847916117060303817719
Hispanic<<<<<100<027734527
White1490751022927081994766
Two or more races<<<<<100<0<<<<
Students with Disabilities<<<<-454555-585842
Economically Disadvantaged8777023479752111857415
English Learners<<<<<100<0<<<<
World History I Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students168771131585701517816519
Female108474161589741118887112
Male22916991681651916745826
Black784761646965317655735
Hispanic2567423318100820<<<<
White239471624936982596714
Two or more races<100<0<100<0<<<<
Students with Disabilities-43435710524348-414159
Economically Disadvantaged10837317781731910736327
English Learners<<<<<100<0<<<<
World History II Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students218463161985661515816619
Female178164191782651810837317
Male248662142290681025785322
Asian<100<0<100<0
Black20775723138572157686132
Hispanic<100<0<<<<<<<<
White238562152588631219897011
Two or more races<100<0<<<<<<<<
Students with Disabilities<<<<<<<<<<<<
Economically Disadvantaged117665241486711413705830
English Learners<100<0<<<<<100<0
Civics & Econ Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students2174532697667246736827
Female26765024128271183747126
Male1671562967064308736427
Asian<100<0<100<0
Black1058474255752432585742
Hispanic15776223<100<0-707030
White298354171290781011837217
Two or more races<<<<<<<<<100<0
Students with Disabilities-212179-3838626191381
Economically Disadvantaged1163523757065305645836
English Learners<100<0<<<<<<<<
VA Studies Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students347844222876482434844916
Female357641242074542630835317
Male348046203477432338854615
Black216341371270583023745126
Hispanic<<<<<<<<38854615
White4993437387840224694496
Two or more races<<<<<100<027734527
Students with Disabilities5262174-43435710332467
Economically Disadvantaged257045302068483223775423
English Learners<<<<<<<<30805020
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: 83.43 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-kindergarten15613288
Kindergarten149148148
Grade 1171147157
Grade 2157166138
Grade 3180151162
Grade 4154178139
Grade 5153149172
Grade 6168153157
Grade 7170158149
Grade 8165166155
Grade 9178174181
Grade 10162158153
Grade 11163137135
Grade 12128148123
Total Students2,2542,1652,057
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 Students225421652057
Female109110461016
Male116311191041
American Indian887
Asian121211
Black957915861
Hispanic164168184
Native Hawaiian111
White1028969907
Two or more races849286
Students with Disabilities227258250
Not Students with Disabilities202719071807
Economically Disadvantaged140313601360
Not Economically Disadvantaged851805697
English Learners95105105
Not English Learners215920601952
Migrant343
Homeless391920
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 StudentsDivision7464110166
State4978334420270895255071972
FemaleDivision44316022
State27214151989353321880682
MaleDivision303350144
State2256919222177362036271290
BlackDivision25278042
State79241059610702191502852
HispanicDivision<<<<<<
State47504926291891962258
WhiteDivision41353094
State299871610711575791723708
Two or more racesDivision<<<<0<
State23641473934417494
Students with DisabilitiesDivision1711050
State1022603427081331173104
Economically DisadvantagedDivision253280124
State959515818159442726441138
English LearnersDivision<<<<<<
State1518329526534162681
HomelessDivision<<<<<<
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 Students17114987.114987.1169.4
Female858195.38195.322.4
Male866879.16879.11416.3
Black666090.96090.946.1
Hispanic0<<<<<<
White927985.97985.999.8
Two or more races0<100<10000
Students with Disabilities241979.21979.2520.8
Economically Disadvantaged816580.26580.21214.8
English Learners0<<<<<<
Homeless0<<<<<<
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Gap Group 1 = Students with Disabilities, English Language Learners, Economically Disadvantaged Students (unduplicated)
Gap Group 2 = Black Students
Gap Group 3 = Hispanic Students
Unduplicated = Students are able to be in two gap groups

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

Advanced Program Information
Count/Percentage
Program Type2014-20152015-20162016-2017
Advanced Placement Test Taken - - -
Advanced Placement Course Enrollment - - -
Dual Enrollment109 / 16.9%124 / 19.65%128 / 20.75%
Governor’s School Enrollment21 / 3.26%18 / 2.85%15 / 2.43%
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 StudentsDivision1367843
State800255758028
FemaleDivision614526
State404623112723
MaleDivision753356
State395632645333
American IndianDivision0<100
State25416535
AsianDivision0<100
State5267459213
BlackDivision492647
State171671128234
HispanicDivision0<100
State8077522135
WhiteDivision724537
State457593374926
Two or more racesDivision0<100
State3387249826
Students with DisabilitiesDivision0<100
State5663303146
Economically DisadvantagedDivision623347
State224061294742
English LearnersDivision0<100
State5211340435
LEGEND < = A group below state definition for personally identifiable results. - = no data available for that group This report provides the best available estimates about college enrollment according to the National Student Clearinghouse. For more information, see the answers to Frequently Asked Questions about this report at: http://www.doe.virginia.gov/school_finance/arra/stabilization/reported_data/assurance_c/faq_c11.pdf. Students who attended schools that do not participate in NSC are not included in the number or percent of students enrolled in an IHE. Federally recognized high school diplomas include Standard, Advanced Studies, or International Baccalaureate (IB) diplomas. Most subgroups are based on students' most recent status.

Career & Technical Education

Students Earning One or More CTE Credentials: All Students

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

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

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

Career and Technical Education
Count
2014-20152015-20162016-2017
NOCTI AssessmentsDivision---
 State397141393623
State LicensuresDivision8106
 State167317901964
Industry CertificationDivision240295314
 State89541100544109590
Workplace ReadinessDivision--21
 State336653077542313
Total Credentials EarnedDivision248305341
 State128850137248157490
Students Earning One or More CredentialsDivision186224229
 State104867109089126113
CTE CompletersDivision131129127
 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 Students<<<<%
2014-2015
Number of Test TakersNumber of Tests TakenNumber of Tests with Qualifying ScoresPercentage of Tests Passed
All Students<<<<%
2015-2016
Number of Test TakersNumber of Tests TakenNumber of Tests with Qualifying ScoresPercentage of Tests Passed
All Students<<<<%
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
63.864.262.9

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
2013-20142,286.006,144.001,109.00
2014-20152,220.006,315.001,038.00
2015-20162,398.006,407.001,154.00

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 Students18722231001091895204839518421957512817432148598
Female917114425091210241399098931638451103837
Male9551095859983102425693310644658981044761
American Indian0000821000000000
Asian14000140001110011000
Black772904144791822536772823045724914235
Hispanic109131451331111913212961411764
White91010640568841014045850913268787923755
Two or more races6013536486569947721403
Students with Disabilities187361215189351022196271426190431917
Economically Disadvantaged11531748486119316062701125155569510891667072
English Learners82111051036649666399724
Homeless322322826471051424445
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 Students93.9893.9693.7
Female94.0393.9593.94
Male93.9493.9793.47
American Indian92.391.5491.9
Asian97.4997.597.82
Black94.294.3793.94
Hispanic93.2394.3194.6
Native Hawaiian96.9997.7897.95
White93.9793.6493.32
Two or more races92.6992.4793.16
Students with Disabilities92.3392.3491.94
Economically Disadvantaged93.4593.4193.17
English Learners93.8994.8595.41
Migrant95.4997.27
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 Offenses15
Technology Offenses13
Offenses Against Student<
Offenses Against Staff<
Weapons Offenses<
Property Offenses<
All Other Offenses37
Other Offenses Against Persons61
Disorderly or Disruptive Behavior Offenses128
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 Indian0.4750.80.3550.370.43
Asian0.6040.5320.554
Black42.40770.442.45865.1142.26350.21
Hispanic6.9032.47.2765.537.766.44
Native Hawaiian0.0430.0440.046
White46.1623.245.60823.8344.75837.77
Two or more races3.4083.23.7275.534.2495.15
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 Indian0.4750.3550.37
Asian0.6040.5320.554
Black42.4079042.45881.8242.26375
Hispanic6.903107.2767.76
Native Hawaiian0.0430.0440.046
White46.1645.6089.0944.75825
Two or more races3.4083.7279.094.249
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 Indian0.4750.3550.37
Asian0.6040.5320.554
Black42.4077542.45842.263
Hispanic6.9037.2767.76
Native Hawaiian0.0430.0440.046
White46.162545.60810044.758
Two or more races3.4083.7274.249
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 Students67.2668.0861.74
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

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 Students41.239.3142.06
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 Students70.1167.3468.83
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Teacher Quality

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Student-Teacher Ratio

2015-2016 Grades K-7 Student Teacher Ratio: 14.92 : 1

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

2015-2016 Grades 8-12 Student Teacher Ratio: 10 : 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
Provisional7%5%
Provisional Special Education1%1%
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

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

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

Percentage of Core Academic Classes Taught by Teachers Not Meeting the Federal Definition of Highly Qualified
 2014-20152015-20162016-2017
Division
All Schools-1%-
High Poverty-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
2014-201548%48%2%2%
2015-201648%48%2%2%
2016-201747%50%2%1%
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
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