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General school information

Division: Orange County Public Schools
Address: 200 Dailey Drive Orange, VA 22960
Superintendent: Dr. Brenda Tanner
Region: 4
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 Schools9
Fully Accredited9

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 StudentsDivision888792
 Virginia858687
FemaleDivision928993
 Virginia898990
MaleDivision858591
 Virginia828384
American IndianDivision100100100
 Virginia848481
AsianDivision<100100
 Virginia909293
BlackDivision798190
 Virginia797981
HispanicDivision7169100
 Virginia767675
WhiteDivision928992
 Virginia899091
Two or more racesDivision909289
 Virginia888989
Students with DisabilitiesDivision735871
 Virginia535354
Economically DisadvantagedDivision818486
 Virginia757578
English LearnersDivision60<
 Virginia676762
Gap Group 2Division798190
 Virginia797981
Gap Group 3Division7169100
 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 Students158065201680642017806320
Female178265181883651719826318
Male147864221477632315786322
American Indian<100<0<100<0<100<0
Asian2395735248460163596614
Black10675733865573511695831
Hispanic108170191580652018755625
Native Hawaiian<<<<2377542340905010
White178366171783661718836517
Two or more races137663241678622217796221
Students with Disabilities94637541043335711453555
Economically Disadvantaged107161291069603111705930
English Learners137260281476622412685632
Grade 3 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students177255281674582615766124
Female156954312078582215745926
Male207556251370573015786322
American Indian<100<0<100<0
Asian<100<0<100<0<100<0
Black456514424947519605140
Hispanic13776323118978116676133
White207555252179582117786122
Two or more races206343371066553417907210
Students with Disabilities14321968741335910695931
Economically Disadvantaged1160494086557359675833
English Learners6756925188871124605640
Grade 4 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students268256181877592325835817
Female338350171676612430885812
Male198162192077572320785822
Asian<100<0<100<0<100<0
Black22856315249475116755925
Hispanic218362172583581730734327
Native Hawaiian<<<<<100<0
White288254182081611926866014
Two or more races167661242373502721795821
Students with Disabilities12463554145137496504450
Economically Disadvantaged136854321167573316745826
English Learners258358171783671725654035
Grade 5 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students178366172982531822785622
Female158671143186541420775723
Male187961212677512323795521
American Indian<100<0<100<0<100<0
Asian<100<0<100<0<<<<
Black14746026287244288615339
Hispanic108171192586611429764824
White188366172882541823805720
Two or more races118675142682561825866114
Students with Disabilities54944511242305815432858
Economically Disadvantaged127564251972532816735727
English Learners137360274090501014645036
Grade 6 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students157661242082621821795821
Female167962212187651326825618
Male147359271876592416755925
American Indian<100<0<100<0<100<0
Asian<100<0<100<0<100<0
Black95243482672472824734927
Hispanic117968211482681818866814
Native Hawaiian<100<0<100<0<<<<
White178264181983641720806120
Two or more races126452361882641826664034
Students with Disabilities11433257943345714321868
Economically Disadvantaged96556351072622817664934
English Learners<<<<-82821820806020
Grade 7 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students158569151183711719886812
Female15857015158571152191699
Male15856915880722017846716
Asian<100<0<100<0<100<0
Black17715429569643113887513
Hispanic117867221570553021886713
Native Hawaiian<<<<<100<0<100<0
White168771131287741321876713
Two or more races15927781276652414897511
Students with Disabilities13534147839316118503250
Economically Disadvantaged11796821673672711806920
English Learners7645736<100<07878013
Grade 8 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students127564251478642212736127
Female137966211578632215746026
Male97161291378652210716129
Asian<100<0<<<<<100<0
Black75952411069593110473753
Hispanic-8686141474602624674333
Native Hawaiian<100<0<<<<<100<0
White147864221579652112796621
Two or more races11746326128472169655635
Students with Disabilities8362864194830528282172
Economically Disadvantaged11705930106555354575343
English Learners<100<0<<<<<100<0
EOC English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students789811168579154858115
Female119382768882125888312
Male384811668276183837917
Asian<<<<<<<<<100<0
Black3787522-7272281747226
Hispanic4858115-7474265676233
Native Hawaiian<<<<<100<0<100<0
White99283889082105908510
Two or more races-8181198817319-868614
Students with Disabilities660544033836623545146
Economically Disadvantaged282801847369273777423
English Learners<<<<-646436<<<<
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 Students157863221674572619755625
Female208666141975562523805720
Male106959311472582815715629
American Indian<100<0<<<<
Asian<<<<<<<<<100<0
Black667603395950418655735
Hispanic48581151369563119745626
Native Hawaiian<<<<<<<<<100<0
White198062201877592322795721
Two or more races127260282280572015634837
Students with Disabilities1139286193930618433557
Economically Disadvantaged970613086052409615239
English Learners<<<<-454555-505050
Grade 8 Writing Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students127260281868503220684732
Female158065202068483225755025
Male96455361668523215604540
Asian<100<0<100<0<100<0
Black8514249145541459554545
Hispanic-8686141169583135653035
Native Hawaiian<100<0<<<<<100<0
White147662241869503121725128
Two or more races116958312880522018523348
Students with Disabilities82416762134146612271673
Economically Disadvantaged126654341153424710493951
English Learners<<<<<<<<<<<<
EOC Writing Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students188365171579642118836517
Female24916791982641820856615
Male117463261377642316816519
American Indian<100<0<<<<
Asian<<<<<<<<<100<0
Black480762066256387726628
Hispanic8857715166853324837817
Native Hawaiian<<<<<100<0<100<0
White238562151885671523876413
Two or more races147662241779632110817119
Students with Disabilities13513849-4343573636038
Economically Disadvantaged674682646662348736527
English Learners<<<<-585842<<<<
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 Students107666241080702011786722
Female97869221082721810807020
Male117463261178672211766424
American Indian<<<<<<<<<<<<
Asian3291599161008402196754
Black665593557065305686332
Hispanic10756625118070208756725
Native Hawaiian<100<07938677100930
White117968211282701812806820
Two or more races1274622697869229746426
Students with Disabilities940316094637548423458
Economically Disadvantaged768613277365277706330
English Learners12806720187961219736427
Grade 3 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students166954312080602015756025
Female96759331782651815756025
Male227149292378552215766124
American Indian<<<<<100<0
Asian<100<0<100<0<100<0
Black647405396757334605640
Hispanic21694831158570158726428
White167357272383601717786122
Two or more races216948311472592813746126
Students with Disabilities1132216843127698534547
Economically Disadvantaged9574943107263288665834
English Learners196950312976472412685632
Grade 4 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students278558152681551928845616
Female298758132480552024876313
Male258257182783551732814919
Asian<100<0<100<0<100<0
Black33784422558534216846716
Hispanic179073103879422117735727
Native Hawaiian<100<0<100<0
White278558152885571531875613
Two or more races267751232781541927673933
Students with Disabilities12271573145137496443856
Economically Disadvantaged207353271475612516776123
English Learners23100770389254825654035
Grade 5 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students14735927127462269696031
Female15766124157762239696031
Male14715729970623010706030
American Indian<100<0<100<0<100<0
Asian<100<0<100<0<<<<
Black1168573285850423464354
Hispanic567623358176198544646
White157560251476622411756425
Two or more races177052301164543610706030
Students with Disabilities73831621341285911453455
Economically Disadvantaged12665434126553358665834
English Learners-646436<<<<-505050
Grade 6 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students14806620979702113806720
Female11827218883761710837317
Male177760231175642516776123
American Indian<100<0<<<<<100<0
Asian<100<0<100<0<100<0
Black7756825147764238706230
Hispanic1168583247975211093837
White168165191080702014826818
Two or more races9807120479752111675633
Students with Disabilities16422658739336111352465
Economically Disadvantaged874662657166299685932
English Learners<<<<-6969318100920
Grade 7 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students267643336361373555245
Female170693036966313555245
Male463603735855424555145
Black-59594126159396474253
Hispanic-70703014503650-555545
Native Hawaiian<100<0<100<0
White367643326563354565244
Two or more races76760334585442-636337
Students with Disabilities7282172621157914301670
Economically Disadvantaged265633535451462434157
English Learners-646436<100<0-545446
Grade 8 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students674692657671247777023
Female676692457974217847716
Male573682767469266696331
American Indian<100<0<100<0
Asian<100<0<100<0<100<0
Black459554166054407756925
Hispanic7777023363603711675633
Native Hawaiian<100<0<100<0<100<0
White678722257874227787122
Two or more races36967318928485706530
Students with Disabilities14372363245228488241676
Economically Disadvantaged671652956964315686332
English Learners<<<<<<<<<<<<
Algebra I Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students171702928684144858115
Female175742538885125898411
Male268663228482163817819
American Indian<100<0<100<0
Asian<100<0<100<0<100<0
Black-595941-8585151717029
Hispanic-696931697903-858515
Native Hawaiian<100<0<100<0<100<0
White275732538582155878313
Two or more races-606040-8282183858215
Students with Disabilities-616139-676733-636338
Economically Disadvantaged160604038380172797821
English Learners-92928<100<0-808020
Geometry Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students588831258782135817619
Female486821448884127807320
Male69185968679144827818
American Indian<100<0<100<0
Asian<<<<<100<0<100<0
Black-76762437774232737127
Hispanic149379771009303777323
White490861068983117847616
Two or more races15927786827618-777723
Students with Disabilities-505050-797921-686832
Economically Disadvantaged386831458176194817619
English Learners<100<0<100<010807020
Algebra II Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students88173191190791010877613
Female8837517128675147888112
Male9797021119584514857215
American Indian<100<0<<<<
Asian<<<<<100<0<100<0
Black573682877367272696731
Hispanic14796421786791413887513
Native Hawaiian<100<0<100<0
White984751613928081291799
Two or more races<<<<149582515100850
Students with Disabilities<<<<<<<<<<<<
Economically Disadvantaged270683069085108827418
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

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 Students128371171583681716846816
Female108172191483691713827018
Male148470161784671619856615
American Indian<100<0<100<0<100<0
Asian42100580388546153394616
Black271692977064303686532
Hispanic117866221179682114776323
Native Hawaiian<<<<<<<<<100<0
White148672141887701319886812
Two or more races128472161478642214826818
Students with Disabilities444405665044507554845
Economically Disadvantaged776692497464269766624
English Learners116958311948305212604840
Grade 5 Science Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students259065103281491931815019
Female21927183582481827775123
Male288759132980512034834917
American Indian<100<0<100<0<100<0
Asian<100<0<100<0<100<0
Black9898011297444268534547
Hispanic298657142579542129714329
White269064103284521635845016
Two or more races29936473670333030895911
Students with Disabilities125644441638226320533348
Economically Disadvantaged148470161770533018705230
English Learners138067204070303014645036
Grade 8 Science Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students118271181385711511776623
Female7807320107970218766824
Male158368171790731014776423
Asian<100<0<100<0<100<0
Black36663346696331-555545
Hispanic-7676241177662314574343
Native Hawaiian<100<0<100<0<100<0
White158671141588731211827118
Two or more races68175191688721212736127
Students with Disabilities6393361145743436464154
Economically Disadvantaged877692377669244615739
English Learners<<<<<<<<<100<0
Biology Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students6797321977682316856915
Female6797321677712315846816
Male67974211176652417867014
Asian<100<0<<<<<<<<
Black164633635754434706630
Hispanic6817519672672810887812
Native Hawaiian<<<<<100<0
White78375171184731620906910
Two or more races-848416-63633712766524
Students with Disabilities-292971-515149-434357
Economically Disadvantaged2696731565603512806920
English Learners<100<0<<<<<<<<
Chemistry Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students13837017128674141491779
Female1180692088779137908310
Male16887212188466162392698
Asian<100<0<100<0
Black-8181194888412-828218
Hispanic<<<<<<<<<<<<
Native Hawaiian<100<0<100<0
White14847016158772131693777
Two or more races<<<<-8080208100920
Students with Disabilities<<<<<<<<
Economically Disadvantaged7817419117463268908210
English Learners<100<0<<<<<<<<
Earth Science Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students68275181089791110897911
Female276732488981117888112
Male98677141389761113907810
Asian<100<0<<<<<100<0
Black-72722817977213827918
Hispanic11685832-88881211816919
Native Hawaiian<100<0<<<<<100<0
White885771514937871292808
Two or more races581761958681146847816
Students with Disabilities-54544625250483777423
Economically Disadvantaged373702778174194858215
English Learners-555545<<<<7534747
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 Students258560152488631228886012
Female238561151885671525876113
Male268559153090591030895911
American Indian<100<0<<<<<100<0
Asian3394616298657143994566
Black10695931877682316796421
Hispanic308858122988591229825318
Native Hawaiian<<<<<<<<<<<<
White27886112289062103091609
Two or more races248258182290671027845716
Students with Disabilities6554945136350379595041
Economically Disadvantaged157762231581661919806020
English Learners218261182573482828734528
VA & US History Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students1688721215927781793767
Female14887313690841013907810
Male1989701123937072195745
American Indian<100<0<100<0
Asian<<<<<<<<<100<0
Black378742218180197877913
Hispanic26956853310067020856515
Native Hawaiian<<<<<100<0
White1990711019947662096764
Two or more races1789721149288814826818
Students with Disabilities-585842-67673315796421
Economically Disadvantaged6827618986771415846916
English Learners<<<<<<<<<<<<
World History I Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students117564251885671521876613
Female87769231484701620856515
Male137460262386631421886712
American Indian<100<0
Asian<100<0<<<<<100<0
Black4545146576722411817019
Hispanic137967211688721216816519
Native Hawaiian<100<0<<<<<<<<
White148268182387651323886612
Two or more races56257381486711427876013
Students with Disabilities26058402626038-535347
Economically Disadvantaged66458361179682114776323
English Learners<<<<<<<<18553645
World History II Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students157964211782641822836117
Female107565251276642413766324
Male21846316238864133492588
Asian<100<0<<<<
Black964553636763339716229
Hispanic25886313875672524825918
Native Hawaiian<100<0<<<<
White168266182387641326866114
Two or more races127665241888711217887113
Students with Disabilities<<<<<<<<<<<<
Economically Disadvantaged6716529971622915766124
English Learners<100<0<<<<<<<<
Geography Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students3510065019977734496524
Female29100710610094047100530
Male431005703393607<<<<
Asian<100<0<100<0
Black<100<0<100<0<<<<
Hispanic<100<0<100<0<100<0
White39100610209676450100500
Two or more races<100<0<100<0<100<0
Economically Disadvantaged<100<0<<<<<100<0
Civics & Econ Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students339057102989601129865714
Female349056102689631127886112
Male329058103389571130845316
Asian<100<0<100<0<100<0
Black127866222183621714766324
Hispanic358752132788611237582142
Native Hawaiian<100<0<<<<<100<0
White39935473090601030906110
Two or more races26866014429654434754125
Students with Disabilities3555245145036505433957
Economically Disadvantaged268660141582661814746026
English Learners<<<<<<<<<100<0
VA Studies Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students46904410418746134891429
Female4991429338350174893457
Male43894611479144949883913
American Indian<100<0<<<<
Asian<100<0<100<0<100<0
Black387942211977582336794321
Hispanic47904310488739135296444
Native Hawaiian<100<0<100<0
White4791449448945115192418
Two or more races388649143588541236885212
Students with Disabilities-414159176043403595541
Economically Disadvantaged248258182483591732865414
English Learners54100460368245184793477
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: 94.04 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-kindergarten219235236
Kindergarten384333376
Grade 1377379342
Grade 2403364378
Grade 3398392368
Grade 4361376404
Grade 5388362360
Grade 6380384368
Grade 7424389385
Grade 8390408388
Grade 9435410412
Grade 10389378369
Grade 11337348342
Grade 12338381383
Total Students5,2235,1395,111
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 Students522351395111
Female257525342555
Male264826052556
American Indian1288
Asian353840
Black743760732
Hispanic336340361
Native Hawaiian192119
White367035563508
Two or more races408416443
Students with Disabilities494514541
Not Students with Disabilities472946254570
Economically Disadvantaged204823141914
Not Economically Disadvantaged317528253197
English Learners154173205
Not English Learners506949664906
Homeless918797
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 StudentsDivision18917453127
State4978334418270994955151976
FemaleDivision105683163
State27214151969363301886684
MaleDivision841062264
State2256919222177361936291292
AsianDivision<<<<<<
State45731128821711653
BlackDivision33373043
State79241059610702191502852
HispanicDivision7100000
State47504926291891963260
Native HawaiianDivision<<<<0<
State62634043
WhiteDivision1351172354
State299881610411585771729709
Two or more racesDivision1290020
State23631474934317495
Students with DisabilitiesDivision1225040
State1022603127091331175105
Economically DisadvantagedDivision35655153
State959415818159442726451138
English LearnersDivision<<<<<<
State1518329526534162683
HomelessDivision<<<<0<
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 Students39036894.437195.1123.1
Female18617694.617795.263.2
Male20419294.119495.162.9
Asian0<<<<<<
Black807391.37391.345
Hispanic17171001710000
Native Hawaiian0<100<10000
White26625495.525796.651.9
Two or more races232191.32191.328.7
Students with Disabilities322887.52887.5412.5
Economically Disadvantaged11410592.11069354.4
English Learners0<<<<<<
Homeless0<<<<00
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 Taken195 / 13.01%164 / 10.81%195 / 12.95%
Advanced Placement Course Enrollment207 / 13.81%214 / 14.11%246 / 16.33%
Dual Enrollment1 / .07%47 / 3.1%46 / 3.05%
Governor’s School Enrollment103 / 6.87%122 / 8.04%130 / 8.63%
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 StudentsDivision30917045
State800255758028
FemaleDivision1499934
State404623112723
MaleDivision1607156
State395632645333
American IndianDivision0<100
State25416535
AsianDivision0<100
State5267459213
BlackDivision462057
State171671128234
HispanicDivision11<100
State8077522135
Native HawaiianDivision0<100
State1147336
WhiteDivision23513742
State457593374926
Two or more racesDivision12<100
State3387249826
Students with DisabilitiesDivision28<100
State5663303146
Economically DisadvantagedDivision964157
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 LicensuresDivision131719
 State167317901964
Industry CertificationDivision364474427
 State89541100544109590
Workplace ReadinessDivision285496476
 State336653077542313
Total Credentials EarnedDivision662987922
 State128850137248157490
Students Earning One or More CredentialsDivision394687680
 State104867109089126113
CTE CompletersDivision196246228
 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 Students17934418353.2%
2014-2015
Number of Test TakersNumber of Tests TakenNumber of Tests with Qualifying ScoresPercentage of Tests Passed
All Students19239620952.8%
2015-2016
Number of Test TakersNumber of Tests TakenNumber of Tests with Qualifying ScoresPercentage of Tests Passed
All Students19540121854.4%
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
64.263.663.7

Statewide Expenditures

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

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

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

Sources of Financial Support and Total Per Pupil Expenditures for Operations

Division Per-Pupil Spending

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

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

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

School Division - Per-Pupil Spending
 Local FundingStateFederal
2013-20143,690.004,799.00824.00
2014-20153,732.005,068.00987.00
2015-20164,109.005,146.001,015.00

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 Students4570394155157452140914717645014071431564473366143132
Female22491996753223019277742225215727222191768070
Male2321195881042291217701022276192718422541906362
American Indian13110921000000000
Asian26010321103920041001
Black693462225684341918650592015659321714
Hispanic29815712304291117315271063392788
Native Hawaiian12211180101910017011
White322029411210831353091021273117288101122302128210795
Two or more races308361111339341214354291213389251012
Students with Disabilities415581824437551828466561339485392029
Economically Disadvantaged1754198868317812197910419082298890182118410579
English Learners142333147104615311041991225
Homeless10913491031119871449911198
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Attendance Rate

Attendance Rate: All Students

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

Attendance Rate
Subgroup2014-20152015-20162016-2017
All Students94.5594.7894.65
Female94.6794.8294.63
Male94.4494.7394.67
American Indian93.8293.2889.7
Asian97.3897.396.92
Black95.7195.5395.7
Hispanic94.1694.8294.71
Native Hawaiian94.3194.0993.58
White94.3594.694.43
Two or more races94.494.7294.56
Students with Disabilities93.5993.6493.98
Economically Disadvantaged93.8694.1493.94
English Learners95.0495.7395.53
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Standards of Accreditation (SOA) Offenses Data

2016-2017 Offenses
 Number of Offenses
Alcohol, Tobacco, and Other Drug Offenses27
Offenses Against Student43
Offenses Against Staff10
Weapons Offenses11
Property Offenses12
All Other Offenses10
Other Offenses Against Persons101
Disorderly or Disruptive Behavior Offenses150
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 Indian0.230.430.1560.1571.06
Asian0.670.740.783
Black14.22824.7314.79528.3414.32823.24
Hispanic6.4343.96.6193.547.0665.63
Native Hawaiian0.3640.4090.3720.35
White70.2861.8269.22357.2268.66359.86
Two or more races7.8139.118.09810.98.6719.86
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 Indian0.230.1560.157
Asian0.670.740.783
Black14.22816.6714.79514.328
Hispanic6.4348.336.6197.066
Native Hawaiian0.3640.4090.372
White70.2866.6769.22310068.663100
Two or more races7.8138.338.0988.671
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 Indian0.230.1560.157
Asian0.670.740.783
Black14.22814.79514.328
Hispanic6.4346.6197.066
Native Hawaiian0.3640.4090.372
White70.2869.22368.663
Two or more races7.8138.0988.671
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 Students43.4343.8343.99
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 Students33.9232.6737.46
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 Students68.6868.2269.94
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: 13.53 : 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 icon

2015-2016 Grades 8-12 Student Teacher Ratio: 14.41 : 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

Provisionally Licensed Teachers

Provisionally Licensed Teachers
 2015-20162016-2017
Provisional7%6%
Provisional Special Education1%2%
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

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

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

Percentage of Core Academic Classes Taught by Teachers Not Meeting the Federal Definition of Highly Qualified
 2014-20152015-20162016-2017
Division
All Schools100%3%2%
High Poverty-8%-
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%50%0%2%
2015-201649%48%0%3%
2016-201748%45%0%7%
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
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