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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 Accredited6
Accreditation Denied1
To Be Determined1

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 StudentsDivision9696
 Virginia8586
FemaleDivision9594
 Virginia8989
MaleDivision9697
 Virginia8283
American IndianDivision100100
 Virginia8484
AsianDivision100100
 Virginia9092
BlackDivision90100
 Virginia7979
HispanicDivision100100
 Virginia7676
Native HawaiianDivision100
 Virginia8992
WhiteDivision9696
 Virginia8990
Two or more racesDivision100<
 Virginia8889
Students with DisabilitiesDivision8679
 Virginia5353
Economically DisadvantagedDivision9294
 Virginia7575
English LearnersDivision100100
 Virginia6767
Gap Group 2Division90100
 Virginia7979
Gap Group 3Division100100
 Virginia7676
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 Students117463261175642514766224
Female137966211479662116796321
Male9696031971622912726028
American Indian<<<<<<<<<<<<
Asian<100<0<100<0<<<<
Black368663266964315716629
Hispanic5615639665593515685332
Native Hawaiian<100<0<100<0<<<<
White117463261275642515766224
Two or more races198161191684691610716129
Students with Disabilities93628641241295912382762
Economically Disadvantaged8655735867583311675633
English Learners-575743-4747536696331
Grade 3 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students14655135672662814695531
Female17715329875672515735827
Male11594841569643113665334
Asian<100<0<100<0<<<<
Black<<<<<<<<<<<<
Hispanic8463854<100<0<<<<
White15675233671652914695431
Two or more races<<<<<<<<<<<<
Students with Disabilities1132216834845528322468
Economically Disadvantaged1357444366459369615239
English Learners<<<<<100<0<100<0
Grade 4 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students197354271467543315766124
Female207657241669523119785922
Male187053301166553412756325
Asian<100<0<100<0<100<0
Black<<<<<<<<<<<<
Hispanic<<<<831236920100800
White187355271470563016776123
Two or more races<100<0<<<<<<<<
Students with Disabilities21472653174327574545046
Economically Disadvantaged14665234857494313705730
English Learners<100<0<<<<<100<0
Grade 5 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students106454361771532919775823
Female106959312175542518786022
Male105849421467533320765624
Asian<100<0<100<0<100<0
Black<<<<<<<<<100<0
Hispanic<<<<-55554520806020
White106354371771542920785822
Two or more races<100<0<<<<<<<<
Students with Disabilities102919712139186117432757
Economically Disadvantaged75246481463493715685332
English Learners<<<<<<<<<<<<
Grade 6 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students158166191370573021735227
Female208564151474602621765524
Male97769231366533421715029
Asian<100<0<100<0<100<0
Black<<<<<<<<<<<<
Hispanic<<<<-50505020402060
White158267181470563021755425
Two or more races<100<0<100<0<<<<
Students with Disabilities6282272721147917412459
Economically Disadvantaged117059301357454316624738
English Learners<100<0<<<<<<<<
Grade 7 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students10806920178366179736527
Female138674142189681110806920
Male8746526117664247676033
Black<<<<-909010<<<<
Hispanic-909010<<<<<<<<
White11796821178366179746526
Two or more races<<<<<100<0<100<0
Students with Disabilities-575743143218688231577
Economically Disadvantaged7736627117464269645536
English Learners<100<0<100<0<<<<
Grade 8 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students8736427673672715796521
Female9786922779722121846416
Male766593456762338746626
Asian<100<0<100<0
Black<<<<<100<0<<<<
Hispanic<<<<-808020<<<<
White9736427772652815796421
Two or more races<<<<<100<0<100<0
Students with Disabilities5211679133825636221778
Economically Disadvantaged160594056863328696131
EOC English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students384811668983119817319
Female389861169286811867514
Male379772168580156777123
Black<<<<<<<<<<<<
Hispanic<<<<<100<0<<<<
White383801768983119827318
Two or more races-1001000<100<0<100<0
Students with Disabilities-414159564593622502850
Economically Disadvantaged279782128481165757025
English Learners<<<<<<<<
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

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 Students96657341165543517745826
Female127765231376632422846216
Male7565044955464511645336
Asian<100<0<100<0<100<0
Black-585842<<<<-676733
Hispanic-676733117867228696231
White96556351164543617755725
Two or more races189476615776223<<<<
Students with Disabilities212108831916816262074
Economically Disadvantaged4524848458554211625038
English Learners<<<<<<<<<100<0
Grade 8 Writing Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students9605140557524312715929
Female12716029672662817826518
Male649435144540556595341
Asian<100<0<100<0
Black<<<<<<<<<<<<
Hispanic<<<<-606040<<<<
White9605140657524312715929
Two or more races<<<<<<<<<100<0
Students with Disabilities611689-252575613688
Economically Disadvantaged343405725554459594941
EOC Writing Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students97363271673572721785622
Female128472161980612027865914
Male76456361365523516695331
Black<<<<<<<<<<<<
Hispanic<<<<<100<0<<<<
White107161291571562922785622
Two or more races18100820<100<0<<<<
Students with Disabilities-1313887137875373263
Economically Disadvantaged5635837662563813655235
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

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 Students147662241280672013786622
Female147864221383701714826818
Male147359271276652411756425
American Indian<<<<<<<<<<<<
Asian<100<0<<<<10908010
Black13766224969603112796721
Hispanic767603356257388746626
Native Hawaiian<100<0<100<0<<<<
White157661241280682013796621
Two or more races168267182089681122836117
Students with Disabilities9423458124230587393261
Economically Disadvantaged1170593097162298716329
English Learners-6969315635837-767624
Grade 3 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students136148391469563112705830
Female126452361168573211736227
Male145845421670543012675633
Asian<100<0<<<<<<<<
Black<<<<<<<<<<<<
Hispanic823157710908010<<<<
White146451361468553212715929
Two or more races<<<<<<<<<<<<
Students with Disabilities1438246234845524383562
Economically Disadvantaged13513849115848427625538
English Learners<<<<<100<0<<<<
Grade 4 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students277446262273512718765924
Female247350272374512615756025
Male317443262272512820785822
Asian<100<0<100<0<100<0
Black<<<<<<<<<<<<
Hispanic<<<<8312369<<<<
White277447262376532419765824
Two or more races<100<0<<<<<<<<
Students with Disabilities18361864204323577484152
Economically Disadvantaged216846321561463913715829
English Learners<100<0<<<<<100<0
Grade 5 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students125644441970513014685532
Female105847422075542516695231
Male145440461865473511685732
Asian<100<0<100<0<100<0
Black<<<<<<<<<<<<
Hispanic<<<<104030607605340
White125644441970513014695531
Two or more races<<<<<100<0<<<<
Students with Disabilities10231377182797310453455
Economically Disadvantaged8473853166145398574943
English Learners<<<<<<<<<100<0
Grade 6 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students19876713673672716816519
Female22876413780722018866814
Male16867014567613315776323
Asian<100<0<100<0<100<0
Black<<<<<<<<<<<<
Hispanic<<<<<<<<-606040
White20866614673672717826518
Two or more races<100<0<100<0<100<0
Students with Disabilities11564444421187916392361
Economically Disadvantaged11827018665593513746026
English Learners<100<0<<<<<<<<
Grade 7 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students17816519178164199746526
Female16857015198565157827418
Male177860221578632211675633
Black<100<010807020<<<<
Hispanic10100900<<<<-707030
White18806320188365179746426
Two or more races<<<<<100<0<100<0
Students with Disabilities-29297114362364815885
Economically Disadvantaged10776723107262288726328
English Learners<100<0<<<<<<<<
Grade 8 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students1082721858379179807120
Female1286751469286810837317
Male978692247773238786922
Asian<100<0<100<0
Black<100<0<100<0<100<0
Hispanic<<<<<<<<<<<<
White1082711858378177807220
Two or more races<<<<<100<0<100<0
Students with Disabilities54237586312569-474753
Economically Disadvantaged1076662488274185767124
Algebra I Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students68478164939071191809
Female8918394969241593787
Male578732239087107898211
Asian<100<0<100<0
Black<<<<<<<<<<<<
Hispanic<100<0<<<<9100910
White68478164949061191809
Two or more races<100<0<<<<<100<0
Students with Disabilities-676733-767624-484852
Economically Disadvantaged379762129088106878113
English Learners<100<0<100<0<100<0
Geometry Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students476722498272187736727
Female6777123108374179786922
Male275732598071204696531
Black<<<<<<<<<100<0
Hispanic<<<<<100<0<<<<
White476722498273187736727
Two or more races<<<<<<<<<<<<
Students with Disabilities<<<<<<<<-313169
Economically Disadvantaged272712827270282615839
English Learners<<<<<100<0<100<0
Algebra II Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students2386631414927882296744
Female2388651211948362497743
Male23846116168973112094746
Black<100<0<100<0
Hispanic<<<<<100<0<100<0
White2585601513917892196754
Two or more races<100<0<100<0<100<0
Students with Disabilities<<<<<100<0
Economically Disadvantaged208969119918391095855
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 Students87869221183721711857415
Female77972211185741510857515
Male97667241181701913857215
American Indian<100<0<<<<
Asian<100<0<100<0<100<0
Black-6565357726628-696931
Hispanic3696631127967216827618
White87869221183721712857415
Two or more races12928181183711713796721
Students with Disabilities339366154943516514449
Economically Disadvantaged570653067670246797321
English Learners<<<<<<<<<<<<
Grade 5 Science Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students126958312380572017735627
Female66861322778522216705530
Male177154291982631818765824
Asian<100<0<100<0<100<0
Black<<<<<<<<<<<<
Hispanic<<<<964553620735327
White127058302381581917745726
Two or more races<<<<<<<<<<<<
Students with Disabilities6292371952424820432357
Economically Disadvantaged86153391473592714645136
English Learners<<<<<<<<<<<<
Grade 8 Science Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students772652847975219847516
Female672662828583159867714
Male7716429774682610827318
Asian<100<0<100<0
Black<<<<<100<0<<<<
Hispanic<<<<<<<<<<<<
White7716529479742110847416
Two or more races<<<<<<<<<100<0
Students with Disabilities-262674-313169-282872
Economically Disadvantaged156564427271286787322
Biology Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students8898111108979111593777
Female99384711948361595805
Male7847716984751617907410
Asian<100<0<100<0
Black<<<<-707030<100<0
Hispanic<<<<<100<0-808020
White7898111119079101693777
Two or more races<100<0<<<<<<<<
Students with Disabilities-353565-424258-747426
Economically Disadvantaged588831268478163878413
English Learners<<<<<100<0
Chemistry Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students471672937471266847916
Female174732627472262817919
Male6686132474712612907810
Asian<100<0<100<0
Black<<<<<<<<<<<<
Hispanic<<<<<<<<<<<<
White371682927472265857915
Two or more races<100<08837517<100<0
Students with Disabilities<<<<<<<<
Economically Disadvantaged-60604026462363848116
English Learners<<<<
Earth Science Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students10857515118978116908310
Female1186751410908010591859
Male8837617128775137898111
Black<<<<<<<<<<<<
Hispanic<100<09736427-92928
White10857515119078107908310
Two or more races<100<0<<<<<<<<
Students with Disabilities6595341-575743-585842
Economically Disadvantaged980702038178193888413
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

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 Students278861122486621428896111
Female268862122285631527896211
Male288960112586611430896011
Asian<100<0<100<0<100<0
Black1179682168175194888313
Hispanic19886913187153292395725
Native Hawaiian<100<0<100<0
White288861122486621429896011
Two or more races2691659169074101992738
Students with Disabilities11584742115443467635537
Economically Disadvantaged188263181579632118846616
English Learners<100<09554545<100<0
VA & US History Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students1691759199071102691659
Female1292808149278828906210
Male1991729248865122592678
Asian<100<0<100<0
Black<<<<<<<<<<<<
Hispanic<100<0<<<<<100<0
White1691759199072102791649
Two or more races27100730<100<0<100<0
Students with Disabilities-707030-737327-585842
Economically Disadvantaged108676141186751413877413
World History I Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students2594696239068102091719
Female2692668229068101795785
Male2496724249167921876613
Black<<<<<100<0<100<0
Hispanic<100<0177558258100920
White25946962290681021907010
Two or more races<<<<<100<0<<<<
Students with Disabilities-7171295555045-595941
Economically Disadvantaged14927881085761515877313
English Learners<100<0<<<<<100<0
World History II Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students168771131787701325896411
Female138572151586721420866614
Male21906910208868133193617
Asian<100<0<100<0
Black<<<<<<<<<100<0
Hispanic<100<0<<<<<100<0
White168771131887691324886312
Two or more races<<<<<<<<<100<0
Students with Disabilities<<<<<100<0<<<<
Economically Disadvantaged108373171079702112827018
Geography Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students<<<<<100<0<100<0
Female<<<<<100<0<100<0
White<<<<<100<0
Economically Disadvantaged<<<<<100<0<100<0
Civics & Econ Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students328755133188561333905710
Female318857123289571133905810
Male338552153086561434905610
Asian<100<0<100<0
Black<100<0<100<0<100<0
Hispanic<<<<<100<0<<<<
White338754133187551334905510
Two or more races<<<<<100<0<100<0
Students with Disabilities6443956135644446655935
Economically Disadvantaged197757232282601815846916
English Learners<100<0<100<0
VA Studies Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students448440162875462538854715
Female448339172971412936834717
Male448540152779512140874713
Asian<100<0<100<0<100<0
Black<<<<<100<0<<<<
Hispanic<<<<838316230906010
White458438163077472340844516
Two or more races<100<0<<<<<<<<
Students with Disabilities235330471535196512685632
Economically Disadvantaged317645242066463430795021
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.

 

2014-20152015-20162016-2017
Percent of Kindergarten Students Meeting Literacy BenchmarksDivision: 87.94 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-kindergarten144139126
Kindergarten261227226
Grade 1229262221
Grade 2213234265
Grade 3266211243
Grade 4265274220
Grade 5279259268
Grade 6268276258
Grade 7258261279
Grade 8282263266
Grade 9270281270
Grade 10269274278
Grade 11237256267
Grade 12265242251
Total Students3,5063,4593,438
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 Students350634593438
Female170116991686
Male180517601752
American Indian444
Asian181211
Black737475
Hispanic104115122
Native Hawaiian223
White322731803148
Two or more races787275
Students with Disabilities363372392
Not Students with Disabilities314330873046
Economically Disadvantaged174115951677
Not Economically Disadvantaged176518641761
English Learners263134
Not English Learners348034283404
Homeless293249
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
State4917234247347693750052232
FemaleDivision82390110
State268261510012453531829806
MaleDivision72622203
State2234619147223158431761426
American IndianDivision<<<<0<
State110112125285
AsianDivision<<<<0<
State44281223901613062
BlackDivision<<<<0<
State78991054114312301412964
HispanicDivision<<<<0<
State44244511381851536311
WhiteDivision137942203
State300171650814345631731798
Two or more racesDivision910010
State222313111283715989
Students with DisabilitiesDivision1222111
State946530734751091062120
Economically DisadvantagedDivision43640303
State921814810194032821221221
English LearnersDivision<<<<0<
State448206829417117888
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 Type2014-20152015-20162016-2017
Advanced Placement Test Taken3 / .29%16 / 1.52%6 / .56%
Advanced Placement Course Enrollment53 / 5.09%57 / 5.41%27 / 2.53%
Dual Enrollment306 / 29.39%285 / 27.07%327 / 30.68%
Governor’s School Enrollment11 / 1.06%10 / .95%11 / 1.03%
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 StudentsDivision26311058
State800255757828
FemaleDivision1176346
State404623112623
MaleDivision1464768
State395632645233
American IndianDivision0<100
State25416535
AsianDivision0<100
State5267459213
BlackDivision0<100
State171671128134
HispanicDivision0<100
State8077522035
WhiteDivision24910757
State457593374926
Two or more racesDivision0<100
State3387249826
Students with DisabilitiesDivision26<100
State5663303146
Economically DisadvantagedDivision1022774
State224061294542
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
CTE CompletersDivision232152120
 State392914240439528
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
2014-20155,950.004,802.00771.00

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 Students309627186733124243657430502928086304527810277
Female15501113839154011429291512139323415061245433
Male15461604834158412936451538153485215391544844
American Indian0000000000000000
Asian16200161101120012001
Black618406451466141264823
Hispanic899148914139612241051476
Native Hawaiian0000000000000000
White28462498068287521961652795254757927892499167
Two or more races73311734127692170610
Students with Disabilities283401614292311112321261625338411317
Economically Disadvantaged15592026554156816953551530214566115091807854
English Learners27003243013140133142
Homeless24519294276211419525813
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 Students94.7794.8494.7
Female94.9795.0794.81
Male94.5894.6294.59
American Indian99.0192.0491.41
Asian96.5794.8395.45
Black94.1194.5594.8
Hispanic94.0994.8294.31
Native Hawaiian94.0592.5892.7
White94.8294.8594.7
Two or more races93.5194.6995.45
Students with Disabilities93.4893.3493.54
Economically Disadvantaged93.793.9493.79
English Learners95.8694.5194.19
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 Indian0.1980.520.1140.116
Asian0.480.5130.347
Black2.2874.692.0821.772.1390.78
Hispanic2.7391.042.9663.3253.88
Native Hawaiian0.0850.0570.880.058
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 Indian0.1980.1140.116
Asian0.480.5130.347
Black2.2872.0822.139
Hispanic2.7392.9663.325
Native Hawaiian0.0850.0570.058
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 Indian0.1981000.1140.116
Asian0.480.5130.347
Black2.2872.0822.139
Hispanic2.7392.9663.325
Native Hawaiian0.0850.0570.058
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
 2014-20152015-20162016-2017
 PercentagePercentagePercentage
All Students51.1952.4551.98
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 Students38.9937.3639.9
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 Students79.8977.9576.88
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

.

Student-Teacher Ratio

2015-2016 Grades K-7 Student Teacher Ratio: 12.55 : 1

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2015-2016 Grades 8-12 Student Teacher Ratio: 11.88 : 1

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

Provisionally Licensed Teachers

Provisionally Licensed Teachers
 2015-20162016-2017
Provisional4%4%
Provisional Special Education2%2%
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

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

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

Percentage of Core Academic Classes Taught by Teachers Not Meeting the Federal Definition of Highly Qualified
 2014-20152015-20162016-2017
Division
All Schools-2%1%
High Poverty---
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
2014-201556%42%1%1%
2015-201655%42%1%2%
2016-201754%42%0%4%
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
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