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General school information

Division: Page County Public Schools
Address: 735 W Main St Luray, VA 22835
Superintendent: Donna L. Whitley-Smith
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 Schools8
Fully Accredited5
Partially Accredited: Warned School-Pass Rate3

Federal Graduation Indicator

Federal Graduation Indicator: All Students

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

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

Federal Graduation Indicator
Student SubgroupType2013-20142014-20152015-2016
All StudentsDivision959696
 Virginia848586
FemaleDivision979594
 Virginia888989
MaleDivision929697
 Virginia818283
American IndianDivision100100100
 Virginia788484
AsianDivision100100100
 Virginia909092
BlackDivision10090100
 Virginia777979
HispanicDivision<100100
 Virginia767676
WhiteDivision959696
 Virginia898990
Two or more racesDivision100100<
 Virginia898889
Students with DisabilitiesDivision648679
 Virginia525353
Economically DisadvantagedDivision909294
 Virginia747575
English LearnersDivision<100100
 Virginia676767
Gap Group 2Division10090100
 Virginia777979
Gap Group 3Division<100100
 Virginia767676
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Assessments

Student Achievement by Proficiency Level

Reading

Reading Performance: All Students

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

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

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

Overall Student Performance: Reading Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students117059301174632611756425
Female137461261379662114796621
Male966573496960319716229
American Indian<<<<<<<<<<<<
Asian20100800<100<0<100<0
Black554494636866326696431
Hispanic854464656156396655935
Native Hawaiian<100<0<100<0<100<0
White117160291174632612756425
Two or more races168165191981611916846916
Students with Disabilities9403160936286412412959
Economically Disadvantaged760544086557358675833
English Learners-272773-575743-474753
Grade 3 English Reading Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students13604740146551356726628
Female15655035177153298756725
Male11564544115948415696431
Asian<100<0<100<0<100<0
Black<<<<<<<<<<<<
Hispanic<<<<8463854<100<0
White14624838156752336716529
Two or more races<<<<<<<<<<<<
Students with Disabilities14392561113221683484552
Economically Disadvantaged9514249135744436645936
English Learners<<<<<<<<<100<0
Grade 4 English Reading Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students125846421973542714675433
Female106252382076572416695231
Male135440461870533011665534
Asian<100<0<100<0<100<0
Black<<<<<<<<<<<<
Hispanic<<<<<<<<8312369
White115846421873552714705630
Two or more races<100<0<100<0<<<<
Students with Disabilities113221682147265317432757
Economically Disadvantaged9473853146652348574943
English Learners<<<<<100<0<<<<
Grade 5 English Reading Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students136855321064543617715329
Female167155291069593121755425
Male96455361058494214675333
Asian<100<0<100<0<100<0
Black<<<<<<<<<<<<
Hispanic<<<<<<<<-555545
White136855321063543717715429
Two or more races<<<<<100<0<<<<
Students with Disabilities53227681029197121391861
Economically Disadvantaged9564744752464814634937
English Learners<<<<<<<<<<<<
Grade 6 English Reading Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students87567251581661913705730
Female128068202085641514746026
Male6726628977692313665334
Asian<100<0<100<0<100<0
Black<<<<<<<<<<<<
Hispanic<<<<<<<<-505050
White87567251582671814705630
Two or more races<<<<<100<0<100<0
Students with Disabilities1457434362822727211479
Economically Disadvantaged77063301170593013574543
Grade 7 English Reading Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students157661241080692017836617
Female177961211386741421896811
Male12746226874652611766424
Asian<100<0<100<0
Black<<<<<<<<-909010
Hispanic<<<<-909010<<<<
White157762231179682117836617
Two or more races<<<<<<<<<100<0
Students with Disabilities6352965-57574314321868
Economically Disadvantaged6676133773662711746426
English Learners<<<<<100<0<100<0
Grade 8 English Reading Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students1166563487364276736727
Female1177662397869227797221
Male1057474376659345676233
Black<<<<<<<<<100<0
Hispanic<<<<<<<<-808020
White1167563397364277726528
Two or more races<<<<<<<<<100<0
Students with Disabilities5363264521167913382563
Economically Disadvantaged655494516059405686332
English Learners<<<<<<<<
EOC English Reading Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students686801438481166898311
Female78780133898611692868
Male585801537977216858015
American Indian<<<<<100<0<100<0
Asian<100<0<100<0<100<0
Black<100<0<<<<<<<<
Hispanic<<<<<<<<<100<0
White686791438380176898311
Two or more races<100<0-1001000<100<0
Students with Disabilities6524548-4141595645936
Economically Disadvantaged279772127978212848116
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Writing

Writing Performance: All Students

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

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

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

Overall Student Performance: Writing Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students13645236966573411655435
Female177658241277652313766324
Male853464775650449554645
American Indian<<<<<100<0
Asian<100<0<100<0<100<0
Black-535347-585842<<<<
Hispanic6443856-67673311786722
White13655235965563511645436
Two or more races8776923189476615776223
Students with Disabilities525197521210883191681
Economically Disadvantaged752464845248484585542
English Learners<<<<<<<<<<<<
Grade 8 Writing Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students1362503896051405575243
Female18796121127160296726628
Male848405264943514454055
Black<<<<<<<<<<<<
Hispanic<<<<<<<<-606040
White1364503696051406575243
Two or more races<<<<<<<<<<<<
Students with Disabilities5231877611689-252575
Economically Disadvantaged851434934340572555445
English Learners<<<<<<<<
EOC Writing Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students14745926973632716735727
Female178062201284721619806120
Male11685732764563613655235
American Indian<<<<<100<0
Asian<100<0<100<0<100<0
Black<100<0<<<<<<<<
Hispanic<100<0<<<<<100<0
White157358271071612915715629
Two or more races<<<<18100820<100<0
Students with Disabilities7231777-131388713787
Economically Disadvantaged663563756358376625638
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Math

Math Performance: All Students

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

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

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

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

Overall Student Performance: Math Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students137259281476622412806720
Female147358271478642213837017
Male117160291473592712766524
American Indian<<<<<<<<<<<<
Asian5591369<100<0<<<<
Black6716529137662249696031
Hispanic561563976760335625738
Native Hawaiian<100<0<100<0<100<0
White137259281576612412806820
Two or more races137864221682671820896811
Students with Disabilities13412859942345812423058
Economically Disadvantaged8655735117059309716229
English Learners-646436-6969315635837
Grade 3 Mathematics Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students165236481361483914695631
Female134834521264523611685732
Male185638441458454216705430
Asian<<<<<100<0<<<<
Black<<<<<<<<<<<<
Hispanic<<<<823157710908010
White165337471464513614685532
Two or more races<<<<<<<<<<<<
Students with Disabilities17361964143824623484552
Economically Disadvantaged134633541351384911584842
English Learners<100<0<<<<<100<0
Grade 4 Mathematics Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students146248382774462622735127
Female166447362473502723745126
Male126049403174432622725128
Asian<100<0<100<0<100<0
Black<<<<<<<<<<<<
Hispanic<<<<<<<<8312369
White146147392774472623765324
Two or more races<100<0<100<0<<<<
Students with Disabilities112918711836186420432357
Economically Disadvantaged115444462168463215614639
English Learners<<<<<100<0<<<<
Grade 5 Mathematics Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students277447261256444419705130
Female317645241058474220755425
Male227250281454404618654735
Asian<100<0<100<0<100<0
Black<<<<<<<<<<<<
Hispanic<<<<<<<<10403060
White287648241256444419705130
Two or more races<<<<<<<<<100<0
Students with Disabilities18452755102313771827973
Economically Disadvantaged15655035847385316614539
English Learners<<<<<<<<<<<<
Grade 6 Mathematics Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students17866814198767136736727
Female2092718228764137807220
Male15816619168670145676133
Asian<100<0<100<0<100<0
Black<100<0<<<<<<<<
Hispanic<100<0<<<<<<<<
White18856715208666146736727
Two or more races<<<<<100<0<100<0
Students with Disabilities15624638115644444211879
Economically Disadvantaged10847416118270186655935
Grade 7 Mathematics Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students126856321781651917816419
Female137057301685701519856515
Male116655341778602215786322
Asian<100<0<100<0
Black<100<0<100<010807020
Hispanic<<<<10100900<<<<
White126856321880632018836517
Two or more races<<<<<<<<<100<0
Students with Disabilities6241876-29297114362364
Economically Disadvantaged45652441077672310726228
English Learners<<<<<100<0<<<<
Grade 8 Mathematics Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students3767324108272185837917
Female178772212867514692868
Male575702597869224777323
Black<<<<<100<0<100<0
Hispanic<<<<<<<<<<<<
White3777323108271185837817
Two or more races<<<<<<<<<100<0
Students with Disabilities1748305254237586312569
Economically Disadvantaged4716729107666248827418
English Learners<100<0<100<0
Algebra I Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students48581156847816493907
Female7888112891839496924
Male183821757873223908710
American Indian<<<<
Black<<<<<<<<<<<<
Hispanic<100<0<100<0<<<<
White48682146847816494906
Two or more races<<<<<100<0<<<<
Students with Disabilities-474753-676733-767624
Economically Disadvantaged183811737976212908810
Geometry Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students974642647672249827218
Female10756625677712310837417
Male972632827573259807120
American Indian<100<0<100<0
Black<100<0<<<<<<<<
Hispanic10807020<<<<<100<0
White1073632747672249827318
Two or more races<<<<<<<<<<<<
Students with Disabilities<<<<<<<<<<<<
Economically Disadvantaged666603427271282727028
Algebra II Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students6726628238663141492788
Female9716329238865121194836
Male47369272384611616897311
American Indian<100<0<100<0
Asian<100<0
Black<100<0<100<0
Hispanic<<<<<<<<<100<0
White6706430258560151391789
Two or more races<100<0<100<0<100<0
Students with Disabilities<<<<<<<<<100<0
Economically Disadvantaged563583820896911991839
English Learners<<<<<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 Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students9776723878692211837217
Female9776823779722111857415
Male10766624976672411817019
Asian<100<0<100<0<100<0
Black3464354-6565357726628
Hispanic17836617369663112796721
Native Hawaiian<100<0<100<0
White9776823878692211837217
Two or more races9817219129281811837117
Students with Disabilities648425233936615494351
Economically Disadvantaged768613257065306767024
English Learners<100<0<<<<<<<<
Grade 5 Science Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students208060201269583123805720
Female22785622668613227785222
Male188264181771542919826318
Asian<100<0<100<0<100<0
Black<<<<<<<<<<<<
Hispanic<<<<<<<<9645536
White208060201270583023815819
Two or more races<100<0<<<<<<<<
Students with Disabilities950415062923719524248
Economically Disadvantaged11736227861533914735927
English Learners<100<0<<<<<<<<
Grade 8 Science Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students564593677265284797521
Female370663067266282858315
Male659534177164297746826
Black<<<<<<<<<100<0
Hispanic<<<<<<<<<<<<
White564593677165294797421
Two or more races<100<0<<<<<<<<
Students with Disabilities-383863-262674-313169
Economically Disadvantaged553484715656442727128
English Learners<100<0<100<0
Biology Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students7817419889811110897911
Female78174199938471194836
Male680742078477169847516
Asian<100<0<100<0
Black<<<<<<<<-707030
Hispanic<100<0<<<<<100<0
White6827618789811111907910
Two or more races10605040<100<0<<<<
Students with Disabilities-393961-353565-424258
Economically Disadvantaged273712758883126847816
Chemistry Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students373702747167293747126
Female-69693117473262747226
Male678722266861324747126
Asian<100<0<100<0<100<0
Hispanic<100<0<<<<<<<<
White372692837168292747226
Two or more races<100<0<100<08837517
Students with Disabilities<100<0<<<<
Economically Disadvantaged2575543-6060402646236
English Learners<100<0<<<<
Earth Science Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students68680141085751511897811
Female68983111186751410908010
Male6847816883761712877513
Asian<100<0<100<0
Black<<<<<<<<<<<<
Hispanic<100<0<100<09736427
White48782131085751511907810
Two or more races<<<<<100<0<<<<
Students with Disabilities-6161396595341-575743
Economically Disadvantaged483791798070203817819
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

History

History Performance: All Students

Virginia public school students are assessed in history and social science following instruction in Virginia Studies in elementary school, Civics and Economics in middle school, and at the conclusion of the following secondary courses: World History and Geography to 1500, World History and Geography 1500 to the Present, World Geography, and Virginia and U.S. History. Use the drop down menu above the chart to select a specific history or social science test. Use the menu below the chart to select assessment results for a specific group of students.

Virginia’s History and Social Science Standards of Learning are designed to

  • develop the knowledge and skills of history, geography, civics, and economics that enable students to place the people, ideas, and events that have shaped our state and our nation in perspective;
  • instill in students a thoughtful pride in the history of America through an understanding that what “We the People of the United States” launched more than two centuries ago was not a perfect union, but a continual effort to build a “more perfect” union, one which has become the world’s most successful example of constitutional self-government;
  • enable students to understand the basic values, principles, and operation of American constitutional democracy;
  • prepare students for informed, responsible, and participatory citizenship;
  • develop students’ skills in debate, discussion, and writing; and
  • provide students with a framework for continuing education in history and the social sciences.

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

Overall Student Performance: History Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students288456162788611224866214
Female258459162688621222856315
Male318454162889601125866114
American Indian<<<<<100<0<<<<
Asian55100450<100<0<100<0
Black15715629117968216817519
Hispanic168165191988691318715329
White288456162888611224866214
Two or more races3294626269165916907410
Students with Disabilities145239481158474211544346
Economically Disadvantaged207757231882631815796321
English Learners-737327<100<09554545
VA & US History Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students16897311169175919907110
Female1284721612928081492788
Male2093737199172924886512
American Indian<<<<<100<0<100<0
Asian<100<0<100<0<100<0
Black<100<0<<<<<<<<
Hispanic<100<0<100<0<<<<
White16897211169175919907210
Two or more races<100<027100730<100<0
Students with Disabilities4646136-707030-737327
Economically Disadvantaged128371171086761411867514
English Learners<100<0<<<<
US History I Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students26845816
Female22866414
Male30825218
Asian<100<0
Black<100<0
Hispanic<100<0
White26835717
Two or more races<100<0
Students with Disabilities14503650
Economically Disadvantaged21795721
World History I Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students2491679259469623906810
Female2093747269266822906810
Male2889601124967242491679
American Indian<100<0
Asian<100<0<100<0
Black<100<0<<<<<100<0
Hispanic<100<0<100<017755825
White24906710259469622906810
Two or more races2592678<<<<<100<0
Students with Disabilities6595341-7171295555045
Economically Disadvantaged16867114149278810857615
World History II Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students33936171687711317877013
Female23937071385721515867214
Male41945362190691020886813
Asian<100<0<100<0
Black<<<<<<<<<<<<
Hispanic<<<<<100<0<<<<
White33946261687711318876913
Two or more races<<<<<<<<<<<<
Students with Disabilities<<<<<<<<<100<0
Economically Disadvantaged328654141083731710797021
English Learners<100<0<100<0
Geography Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students<<<<<<<<<100<0
Male<<<<
White<<<<<<<<<100<0
Students with Disabilities<<<<
Economically Disadvantaged<100<0<<<<<100<0
US History II Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students35844916
Female30835417
Male41854415
Asian<100<0
Black<100<0
Hispanic10605040
White37844716
Two or more races<100<0
Students with Disabilities6352965
Economically Disadvantaged20785822
English Learners<<<<
Civics & Econ Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students358650143287551331885613
Female44924983188571232895711
Male288052203385521530865614
Black<<<<<100<0<100<0
Hispanic<<<<<<<<<100<0
White378750133387541331875513
Two or more races<100<0<<<<<100<0
Students with Disabilities15382362644395613564444
Economically Disadvantaged237855221977572322826018
English Learners<<<<<100<0<100<0
VA Studies Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students307847224484401628754625
Female277648244483391729714129
Male338047204485401527795121
Asian<100<0<100<0<100<0
Black<<<<<<<<<100<0
Hispanic<<<<<<<<8383162
White317746234584381630774723
Two or more races<100<0<100<0<<<<
Students with Disabilities154126592353304715351965
Economically Disadvantaged207050303176452420664634
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

Percent of Kindergarten Students Meeting Literacy Benchmarks

All Kindergartners

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

 

2012-20132013-20142014-2015
Percent of Kindergarten Students Meeting Literacy BenchmarksDivision: >95 State: 91.04Division: >95 State: 91.28Division: 87.94 State: 90.38

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

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

Enrollment

Fall Membership by Grade

Grade2013-20142014-20152015-2016
Pre-kindergarten151144139
Kindergarten229261227
Grade 1212229262
Grade 2271213234
Grade 3268266211
Grade 4273265274
Grade 5273279259
Grade 6263268276
Grade 7290258261
Grade 8271282263
Grade 9270270281
Grade 10255269274
Grade 11259237256
Grade 12256265242
Total Students3,5413,5063,459
Fall Membership by Grade
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

Fall Membership by Subgroup

2015 Fall Membership By Subgroup: Racial and Ethnic Groups

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

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

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

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

.

Fall Membership by Subgroup
Subgroup2013-20142014-20152015-2016
All Students354135063459
Female173217011699
Male180918051760
American Indian744
Asian171812
Black817374
Hispanic97104115
Native Hawaiian322
White326832273180
Two or more races687872
Students with Disabilities394363372
Not Students with Disabilities314731433087
Economically Disadvantaged171917411595
Not Economically Disadvantaged182217651864
English Learners252631
Not English Learners351634803428
Homeless112932
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

College & Career Readiness

Diplomas and Completion

Class of 2016: All Students

Division

State

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

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

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

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

Status of the Students in the 2015-2016 Cohort
Student SubgroupTypeAdvanced DiplomasStandard DiplomasOther DiplomasGED'sDropoutsOther Non-Graduates
All StudentsDivision1541012313
State4917334246347093350192269
FemaleDivision82390110
State268261510112433531834822
MaleDivision72622203
State2234719145222758031851447
American IndianDivision<<<<0<
State110111115287
AsianDivision<<<<0<
State44281224891612962
BlackDivision<<<<0<
State79001054014302301415981
HispanicDivision<<<<0<
State44244514381851538310
WhiteDivision137942203
State300171650514315601740817
Two or more racesDivision910010
State222313111283616089
Students with DisabilitiesDivision1222111
State946531134691091067120
Economically DisadvantagedDivision43640303
State921814811194032621251240
English LearnersDivision<<<<0<
State448207029417117888
HomelessDivision<<<<0<
State1976231151116285
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

Four-Year Virginia On-Time Graduation Rate

On-Time Graduation Rate Over Time

All Students

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

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

Status of Students After Four Years of High School
Students SubgroupStudents in CohortGraduatesOn-Time Graduation RateCompletersCompletion RateCohort DropoutsCohort Dropout Rate
All Students26425797.326198.91.4
Female12312198.412299.21.8
Male14113696.513998.600
American Indian0<<<<00
Asian0<100<10000
Black0<100<10000
Hispanic0<100<10000
White23823397.923699.200
Two or more races111090.91090.919.1
Students with Disabilities282589.32692.913.6
Economically Disadvantaged11310794.711198.200
English Learners0<100<10000
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 Type2013-20142014-20152015-2016
Advanced Placement Test Taken14 / 1.35%3 / .29%16 / 1.52%
Advanced Placement Course Enrollment91 / 8.75%53 / 5.09%57 / 5.41%
Dual Enrollment290 / 27.88%306 / 29.39%285 / 27.07%
Governor’s School Enrollment11 / 1.06%11 / 1.06%10 / .95%
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

2013-2014 Postsecondary Enrollment: All Students

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

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

2013-2014 FGI cohort year (students entering high school in 2010)
Total number of students in the cohort earning a federally recognized high school diplomaStudents who enrolled in any Institution of Higher Education (IHE) within 16 months of earning a federally recognized high school diploma
TypeTotalTotal HERemaining Percent
All StudentsDivision26213050
State807645806228
FemaleDivision1409036
State410163155223
MaleDivision1224067
State397482651033
American IndianDivision0<100
State25416635
AsianDivision0<100
State5269454514
BlackDivision0<100
State175771162334
HispanicDivision0<100
State7574489435
Native HawaiianDivision0<100
State1147732
WhiteDivision24511951
State467663441226
Two or more racesDivision0<100
State3210234527
Students with DisabilitiesDivision19<100
State5865307548
Economically DisadvantagedDivision1033467
State228881345141
English LearnersDivision0<100
State5050327035
LEGEND < = A group below state definition for personally identifiable results. - = no data available for that group This report provides the best available estimates about college enrollment according to the National Student Clearinghouse. For more information, see the answers to Frequently Asked Questions about this report at: http://www.doe.virginia.gov/school_finance/arra/stabilization/reported_data/assurance_c/faq_c11.pdf. Students who attended schools that do not participate in NSC are not included in the number or percent of students enrolled in an IHE. Federally recognized high school diplomas include Standard, Advanced Studies, or International Baccalaureate (IB) diplomas. Most subgroups are based on students' most recent status.

Career & Technical Education

Students Earning One or More CTE Credentials: All Students

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

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

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

Career and Technical Education
Count
2013-20142014-20152015-2016
NOCTI AssessmentsDivision---
 State502439714139
State LicensuresDivision1310-
 State90516731790
Industry CertificationDivision267296123
 State6932189541100544
Workplace ReadinessDivision63733
 State283493366530775
Total Credentials EarnedDivision343313156
 State103599128850137248
Students Earning One or More CredentialsDivision301254143
 State86257104867109089
CTE CompletersDivision214232152
 State419243929142404
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

Advanced Placement Participation and Achievement

AP Achievement
2013-2014
Number of Test TakersNumber of Tests TakenNumber of Tests with Qualifying ScoresPercentage of Tests Passed
All Students1315533.3%
2014-2015
Number of Test TakersNumber of Tests TakenNumber of Tests with Qualifying ScoresPercentage of Tests Passed
All Students111218.3%
2015-2016
Number of Test TakersNumber of Tests TakenNumber of Tests with Qualifying ScoresPercentage of Tests Passed
All Students1616531.3%
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

School Finance

Percentage of Expenditures

Division Expenditures

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

  • Smaller school divisions may have similar administrative and support costs as larger divisions but these non-instructional costs are spread over a smaller expenditure base.
  • Geographically large but sparsely populated school divisions may have higher per-pupil transportation costs because of travel distances and mountainous topography.
  • Divisions with large populations of at-risk or special needs students must provide support services that are required or that raise student achievement.
School Division - Percentage of Expenditures
 2012-20132013-20142014-2015
Percentage of fiscal year division
operating expenditures for instructional costs
65.267.167.8

Statewide Expenditures

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

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

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

Sources of Financial Support and Total Per Pupil Expenditures for Operations

Division Per-Pupil Spending

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

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

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

School Division - Per-Pupil Spending
 Local FundingStateFederal
2012-20132,942.005,637.00815.00
2013-20143,005.005,729.00770.00
2014-20153,121.005,854.00778.00

Statewide Per-Pupil Spending

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

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

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

 

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

Learning Climate

Percent of Students Absent

Percent of Students Absent 2015-2016 School Year:

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

  • Children who are chronically absent in preschool, kindergarten, and first grade are much less likely to read on grade level by the third grade.
  • Students who can’t read at grade level by the third grade are four times more likely to drop out of high school.
  • By high school, regular attendance is a better dropout indicator than test scores.
  • A student who is chronically absent in any year between the eighth and twelfth grade is seven times more likely to drop out of school.
Absenteeism by Subgroup
2012-20132013-20142014-20152015-2016
Subgroup0%-10%10%-15%15%-20%20+%0%-10%10%-15%15%-20%20+%0%-10%10%-15%15%-20%20+%0%-10%10%-15%15%-20%20+%
All Students3073298124121309627186733124243657430502928086
Female15381395866155011138391540114292915121393234
Male15351596655154616048341584129364515381534852
American Indian0000000000000000
Asian14001162001611011200
Black686236184064514661412
Hispanic81113289914891413961224
Native Hawaiian0000000000000000
White2838273118114284624980682875219616527952547579
Two or more races63711733117341276921
Students with Disabilities300381518283401614292311112321261625
Economically Disadvantaged14992108794155920265541568169535515302145661
English Learners27201270032430131401
Homeless1843224519294276211419
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Attendance Rate

Attendance Rate: All Students

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

Attendance Rate
Subgroup2013-20142014-20152015-2016
All Students94.9394.7794.84
Female95.1894.9795.07
Male94.6994.5894.62
American Indian96.4599.0192.04
Asian97.5896.5794.83
Black94.694.1194.55
Hispanic94.9494.0994.82
Native Hawaiian96.7794.0592.58
White94.8994.8294.85
Two or more races95.9693.5194.69
Students with Disabilities93.9993.4893.34
Economically Disadvantaged93.8993.793.94
English Learners95.9695.8694.51
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Standards of Accreditation (SOA) Offenses Data

2015-2016 Offenses
 Number of Offenses
Alcohol, Tobacco, and Other Drug Offenses13
Offenses Against Student<
Offenses Against Staff<
Weapons Offenses<
Property Offenses<
All Other Offenses<
Other Offenses Against Persons34
Disorderly or Disruptive Behavior Offenses105
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Short Term Suspensions

Short Term Suspensions:

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

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

Short Term Suspensions
 2013-20142014-20152015-2016
Subgroup% Population% Short Term Suspensions% Population% Short Term Suspensions% Population% Short Term Suspensions
American Indian.198.52.114.116
Asian.48.513.347
Black2.2874.692.0821.772.139.78
Hispanic2.7391.042.9663.3253.88
Native Hawaiian.085.057.88.058
White92.2991.1592.04294.6991.93490.7
Two or more races1.922.62.2252.652.0824.65
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Long Term Suspensions

Long Term Supensions:

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

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

Long Term Suspensions
 2013-20142014-20152015-2016
Subgroup% Population% Long Term Suspensions% Population% Long Term Suspensions% Population% Long Term Suspensions
American Indian.198.114.116
Asian.48.513.347
Black2.2872.0822.139
Hispanic2.7392.9663.325
Native Hawaiian.085.057.058
White92.2910092.04210091.934
Two or more races1.922.2252.082
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Expulsions

Expulsions:

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

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

Expulsions
 2013-20142014-20152015-2016
Subgroup% Population% Expulsions% Population% Expulsions% Population% Expulsions
American Indian.198100.114.116
Asian.48.513.347
Black2.2872.0822.139
Hispanic2.7392.9663.325
Native Hawaiian.085.057.058
White92.2992.04291.934
Two or more races1.922.2252.082
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Free and Reduced Meal Eligibility

Free and Reduced Meal Eligibility:

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

 

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

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

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

Free and Reduced Meal Eligibility
 2013-20142014-20152015-2016
 PercentagePercentagePercentage
All Students51.6651.1952.45
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Free and Reduced Breakfast Participation of Eligible Students

Free and Reduced Breakfast Participation of Eligible Students :

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

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

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

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

 

Free and Reduced Breakfast Participation
 2013-20142014-20152015-2016
 PercentagePercentagePercentage
All Students41.6938.9937.36
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Free and Reduced Lunch Participation of Eligible Students

Free and Reduced Lunch Participation of Eligible Students:

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

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

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

 

Free and Reduced Lunch Participation
 2013-20142014-20152015-2016
 PercentagePercentagePercentage
All Students80.3479.8977.95
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Teacher Quality

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Student-Teacher Ratio

2014-2015 Grades K-7 Student Teacher Ratio: 12.7 : 1

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

2014-2015 Grades 8-12 Student Teacher Ratio: 11.54 : 1

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

Provisionally Licensed Teachers

Provisionally Licensed Teachers
 2014-20152015-2016
Provisional5%4%
Provisional Special Education2%2%
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

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

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

Percentage of Core Academic Classes Taught by Teachers Not Meeting the Federal Definition of Highly Qualified
 2013-20142014-20152015-2016
Division
All Schools2%1%1%
High Poverty---
Low Poverty---
State
All Schools1%1%1%
High Poverty2%2%2%
Low Poverty1%1%1%
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

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

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

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

Teacher Educational Attainment

Teacher Educational Attainment: 2015-2016

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

Teacher Educational Attainment
 Bachelor's DegreeMaster's DegreeDoctoral DegreeOther
2013-201456%41%1%2%
2014-201557%40%1%2%
2015-201656%40%1%3%
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
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