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General school information

Division: Patrick County Public Schools
Address: 104 Rucker Street Stuart, VA 24171
Superintendent: Dr. William D. Sroufe
Region: 6
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 Schools7
Fully Accredited7

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 StudentsDivision868683
 Virginia858687
FemaleDivision909286
 Virginia898990
MaleDivision818081
 Virginia828384
BlackDivision819369
 Virginia797981
HispanicDivision<100<
 Virginia767675
WhiteDivision868585
 Virginia899091
Students with DisabilitiesDivision544555
 Virginia535354
Economically DisadvantagedDivision818081
 Virginia757578
English LearnersDivision<100
 Virginia676762
Gap Group 2Division819369
 Virginia797981
Gap Group 3Division<100<
 Virginia767675
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Assessments

Student Achievement by Proficiency Level

Reading

Reading Performance: All Students

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

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

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

Overall Student Performance: Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students137865221481681915846916
Female158368171784671616887212
Male117463261179682114816719
American Indian<<<<<<<<<100<0
Asian26845816158569152993647
Black146046401071622916725628
Hispanic1060504067064308776923
Native Hawaiian<100<0<100<0<100<0
White138168191483691715857015
Two or more races118068201985671517877013
Students with Disabilities5494451115645457534547
Economically Disadvantaged87264281076662410796821
English Learners255534525453462656335
Grade 3 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students107262281379662121846316
Female12806820157964212191699
Male86355371179682120785722
Asian<<<<<100<0
Black7504350661563914715729
Hispanic-676733139380711837217
White117463261479652123856215
Two or more races<100<0<100<0<<<<
Students with Disabilities25451463535047-545446
Economically Disadvantaged5686332674692616786222
English Learners-505050<<<<<<<<
Grade 4 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students107564251581651920856515
Female127966212084641624856115
Male97162291077672317846816
Black176750331294826<<<<
Hispanic-363664-6464361393807
Native Hawaiian<100<0<100<0
White117867221683671719836417
Two or more races<<<<<<<<<<<<
Students with Disabilities11493751235532459544646
Economically Disadvantaged87062301380672011837117
English Learners<<<<-434357<<<<
Grade 5 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students227554251882651819886912
Female257753232285631519886912
Male197454261480662020886912
American Indian<<<<<100<0
Asian<100<0<100<0<<<<
Black245935412471482913816919
Hispanic23775423-3636645868214
White227755231886681420896911
Two or more races<<<<<100<0<100<0
Students with Disabilities9413259653474717543846
Economically Disadvantaged176347371477632314857115
English Learners<<<<<<<<-717129
Grade 6 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students168468162080602014796521
Female199071102082611814857015
Male137866222079602114746026
Asian<<<<<100<0<100<0
Black275527451356444424654135
Hispanic<<<<15624638-424258
White138673142183621714826818
Two or more races892838<<<<<<<<
Students with Disabilities3575343265629449413159
Economically Disadvantaged12796821127159297736527
English Learners<<<<<<<<<<<<
Grade 7 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students178467161387741315857115
Female18897111199172913887512
Male16796421783761716836717
Asian<100<0<100<0<100<0
Black<<<<-67673315624638
Hispanic8625438-85851513806720
White188567151488741215877213
Two or more races<100<0<100<0<100<0
Students with Disabilities6565044473692716533847
Economically Disadvantaged67973211383701710817019
English Learners10605040<<<<<<<<
Grade 8 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students8726428107363279776723
Female127462261478642212837117
Male370673056863327716429
Asian<100<0<100<0<100<0
Black-333367<<<<<<<<
Hispanic-4242588696231<<<<
White87769231074652610796921
Two or more races<<<<<<<<<<<<
Students with Disabilities33431666565044-505050
Economically Disadvantaged463603756661347716329
English Learners<<<<10504050<<<<
EOC English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students68680147847816591869
Female5918598877913693887
Male782751858277185898411
Black8696231-757525<<<<
Hispanic<<<<88577157878013
White58782137857815592878
Two or more races<100<0<<<<<<<<
Students with Disabilities-555545-414159-686832
Economically Disadvantaged482781857570253827918
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 Students137057301474602611746426
Female167659242187661313837017
Male964543696455368665834
Asian<100<0<100<0<100<0
Black362593814715729-585842
Hispanic838316247571254565244
White137360271575602512786622
Two or more races<<<<23623838-333367
Students with Disabilities227247353733632353365
Economically Disadvantaged759524196455368686032
English Learners-373763-575743-535347
Grade 8 Writing Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students9615239136955318665934
Female13675533238663149787022
Male555494545148497554945
Asian<100<0<100<0<100<0
Black-333367<<<<<<<<
Hispanic-1515858776923<<<<
White10685832146955318686032
Two or more races<<<<<<<<<<<<
Students with Disabilities32320776443956-292971
Economically Disadvantaged550465085851428615339
English Learners-303070<<<<<<<<
EOC Writing Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students167761231579632113826818
Female198364171987681317866914
Male13715829127260289776723
Asian<100<0<100<0
Black6827618<<<<<<<<
Hispanic15624638-737327-505050
White167761231679632115877213
Two or more races<100<0<<<<<<<<
Students with Disabilities-32326843228684403660
Economically Disadvantaged8665834107060308756725
English Learners<<<<<<<<-505050
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

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 Students168366171884661619876813
Female178468161987671319907110
Male168165191782651819846516
American Indian<<<<<<<<<100<0
Asian32100680479447630100700
Black6635737128068208827418
Hispanic137764231478652214877413
Native Hawaiian<100<0<100<0<100<0
White178467161985661520876713
Two or more races157964211889701114847116
Students with Disabilities11675633126553359605140
Economically Disadvantaged117867221580652013847116
English Learners127866221278672213887512
Grade 3 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students137562251384721614847016
Female137663241485711517887113
Male127462261183721711816919
Asian<100<0<100<0
Black743365765650447716429
Hispanic66761337100930-838317
White147864221285731517846816
Two or more races<100<0<100<0<<<<
Students with Disabilities960514057368276635737
Economically Disadvantaged871632967771237766824
English Learners8756725<100<0<<<<
Grade 4 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students13867214208868122693687
Female9847516218867122292718
Male17877013198768132994666
Black118978112494716<<<<
Hispanic275527451481671920100800
Native Hawaiian<100<0<100<0
White14897511218867122693677
Two or more races<<<<<<<<<<<<
Students with Disabilities217150291965453514786422
Economically Disadvantaged11827118168771131691759
English Learners<<<<7716429<100<0
Grade 5 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students278154192587621328906210
Female29845516259065102792658
Male267953212585601529885912
American Indian<<<<<100<0
Asian<100<0<100<0<100<0
Black-4141592990621013887513
Hispanic318554152164433627865914
White308555152588631231906010
Two or more races<<<<<100<0<100<0
Students with Disabilities125644441763463721674633
Economically Disadvantaged227351272486621422896711
English Learners<<<<<<<<29865714
Grade 6 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students218968112389661119866714
Female2294726279165916897211
Male218564151986671422846216
Asian<100<0<100<0<100<0
Black-73732713948166827618
Hispanic<100<02385621525755025
White239067102488651221876613
Two or more races25835817<<<<<100<0
Students with Disabilities137057302171502913443156
Economically Disadvantaged178770132084641614826818
English Learners<100<0<<<<<<<<
Grade 7 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students208060202281581922826018
Female248359172186651421856415
Male177861222376532422805720
Asian<100<0<100<0<100<0
Black<<<<-6767338776923
Hispanic87769233177462313806720
White208059202281591924825818
Two or more races<100<0<<<<<<<<
Students with Disabilities115644441273622713503850
Economically Disadvantaged77567252177562316766024
English Learners10908010<100<0<<<<
Grade 8 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students25755432535147-656535
Female46258385645936-717129
Male-525248-444456-636338
Black<<<<<<<<<<<<
Hispanic<<<<<<<<<100<0
White36158393514949-686833
Two or more races<<<<<100<0<<<<
Students with Disabilities4615739918982-626238
Economically Disadvantaged35754433565344-747426
English Learners<<<<<<<<<100<0
Algebra I Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students695885782741810897811
Female10948466837717992838
Male395925980712012867414
Asian<100<0<100<0<100<0
Black<<<<<<<<<<<<
Hispanic-8383176827618-1001000
White695905783751711887713
Two or more races<100<08756725<100<0
Students with Disabilities-91919-636337-656535
Economically Disadvantaged39289847773238887912
English Learners<<<<9827318<100<0
Geometry Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students1075652597667247827518
Female10786922107968214868214
Male11736227774672610786822
Black-606040-606040<100<0
Hispanic-909010-575743-808020
White1276642497869228847616
Two or more races<<<<<<<<-555545
Students with Disabilities99182910554545-484852
Economically Disadvantaged571652966964312807720
English Learners<<<<<<<<892838
Algebra II Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students2887591331996713197653
Female2888611235976233897593
Male29855615271007302395725
Asian<100<0<100<0
Black<<<<<100<0<100<0
Hispanic27734527<100<0<100<0
White2890621034986523196654
Two or more races<100<0<100<0<100<0
Students with Disabilities<100<0<100<0<100<0
Economically Disadvantaged17796221291007102598732
English Learners<<<<<100<0<100<0
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Science

Science Performance: All Students

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

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

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

Overall Student Performance: Science Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students108171191385721514867114
Female98072201186751413887512
Male128270181483691716836717
American Indian<<<<<<<<<100<0
Asian<<<<<100<0<<<<
Black261593997869225817619
Hispanic669633186961317726628
White118473161386731416887212
Two or more races8605240783771714816819
Students with Disabilities756504465953418605240
Economically Disadvantaged7726528876692411817019
English Learners-54544686355372656335
Grade 5 Science Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students188466162488641225886312
Female148269182790631024896511
Male218564152287651326866014
American Indian<<<<<100<0
Asian<100<0<100<0<<<<
Black65347472481571913756325
Hispanic1585691575750439776823
White1988681326916592891639
Two or more races<<<<<100<0<100<0
Students with Disabilities156247381559444121634238
Economically Disadvantaged117563251885671521836217
English Learners<<<<<<<<7797121
Grade 8 Science Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students275732568478167827518
Female267653348683146898311
Male284821688173198766824
Asian<100<0<100<0<100<0
Black-555545<<<<<<<<
Hispanic-585842-858515-606040
White278752268479168847616
Two or more races<<<<<<<<<<<<
Students with Disabilities3524848-6767334635838
Economically Disadvantaged263623717978216797321
English Learners-505050<<<<<<<<
Biology Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students8776923780732012816919
Female9807120286841411847216
Male87466261175632513796621
Asian<100<0<100<0
Black-626238<<<<<<<<
Hispanic7575043-565644-474753
White9807120882741814877313
Two or more races<<<<<<<<<<<<
Students with Disabilities-37376345046504423858
Economically Disadvantaged5696431466623410746526
English Learners<<<<-404060-464654
Chemistry Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students239976122967542095755
Female2010080018967841692768
Male3096674269771328100720
Asian<100<0
Black<100<0<100<0<100<0
Hispanic<100<0<100<01891739
White239975120967542295735
Two or more races<100<0<100<0<100<0
Students with Disabilities<100<0<100<0<<<<
Economically Disadvantaged2497743149581518907210
English Learners<100<0<100<0<<<<
Earth Science Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students882741878175198867814
Female481771967973215878213
Male12837117884761611857415
Asian<<<<<100<0<<<<
Black-606040<<<<-909010
Hispanic-696931-696931793867
White985761588476168857615
Two or more races<<<<<<<<<100<0
Students with Disabilities5686432-626238-717129
Economically Disadvantaged372692847167292848216
English Learners<<<<<<<<-838317
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 Students19876813238764132691659
Female14877313208666141992738
Male238763132587631332895811
Asian5090401030805020<<<<
Black157964211286751417816419
Hispanic12837117168872121596814
Native Hawaiian<100<0<100<0
White20886812248763132891639
Two or more races13927981577622317836617
Students with Disabilities16725628861533918745626
Economically Disadvantaged118271181782651817887212
English Learners178063201780632014897511
VA & US History Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students15836917259065101993747
Female982731821856415992838
Male2084641628956752994656
Black156246381891739<100<0
Hispanic<<<<211007908100920
White14867214258964112193717
Two or more races<<<<<<<<<<<<
Students with Disabilities762553812473553793877
Economically Disadvantaged8746626158671147878013
English Learners<<<<<<<<<100<0
World History I Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students168771132080602023886512
Female88880122285631521896811
Male228663141875572524866214
Asian<100<0<100<0<<<<
Black<100<0<100<0<100<0
Hispanic<100<02080602018100820
White168670142180592024866214
Two or more races<<<<<<<<<100<0
Students with Disabilities669633154136595504550
Economically Disadvantaged88476161074642619876813
English Learners<100<0257550251493797
World History II Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students269468630946462693677
Female109282814958152297763
Male4296544499243831885613
Black<<<<<100<0<<<<
Hispanic<<<<<100<0<100<0
White299667431946362694686
Two or more races<100<0<<<<<100<0
Students with Disabilities<100<0<<<<<100<0
Economically Disadvantaged2488651217937772193727
English Learners<100<0<100<0<100<0
Geography Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students3757225138572154858115
Female57772234858115-888812
Male-727228208566157837717
Black<<<<<100<0<<<<
Hispanic<<<<<100<0<100<0
White4757225138471166888113
Two or more races<100<0<100<0<<<<
Students with Disabilities<<<<<<<<<100<0
Economically Disadvantaged-7070309756625-868614
English Learners<<<<<100<0
Civics & Econ Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students248763132189671121896811
Female2891639229068101892748
Male208363172188671223876313
Asian<100<0<100<0<100<0
Black<<<<87567258585042
Hispanic1592778877692320876713
White26855915249066102293717
Two or more races<100<010100900<<<<
Students with Disabilities12594741480762012685632
Economically Disadvantaged108373172185641511857415
English Learners20907010<<<<<<<<
VA Studies Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students2291699248662144394516
Female19907110248258183193618
Male249268823916795295435
Asian<<<<<<<<
Black2482591812827118<100<0
Hispanic20806020149076102093737
Native Hawaiian<100<0<100<0
White2293717268862124794476
Two or more races<100<0<<<<<<<<
Students with Disabilities138774131168573219816319
Economically Disadvantaged14877313198263182693677
English Learners<<<<14867114<<<<
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: 78.05 State: 90.38Division: State:Division: State:

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

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

Enrollment

Fall Membership by Grade

Grade2015-20162016-20172017-2018
Pre-kindergarten908165
Kindergarten270238352
Grade 1237233368
Grade 2241208176
Grade 3212211150
Grade 4224193181
Grade 5245214170
Grade 6223224186
Grade 7232199181
Grade 8164199174
Grade 9208172201
Grade 10194199156
Grade 11211191189
Grade 12181190182
Total Students2,9322,7522,731
Fall Membership by Grade
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

Fall Membership by Subgroup

2017 Fall Membership By Subgroup: Racial and Ethnic Groups

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

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

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

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

.

Fall Membership by Subgroup
Subgroup2015-20162016-20172017-2018
All Students293227522731
Female140713291333
Male152514231398
American Indian653
Asian252633
Black228167198
Hispanic187207200
Native Hawaiian766
White237722232187
Two or more races102118104
Students with Disabilities412405396
Not Students with Disabilities252023472335
Economically Disadvantaged155813891507
Not Economically Disadvantaged137413631224
English Learners88100100
Not English Learners284426522631
Migrant32
Homeless504734
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

College & Career Readiness

Diplomas and Completion

Class of 2017: All Students

Division

State

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

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

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

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

Status of the Students in the 2016-2017 Cohort
Student SubgroupTypeAdvanced DiplomasStandard DiplomasOther DiplomasGED'sDropoutsOther Non-Graduates
All StudentsDivision8596161115
State4978334421271095654981971
FemaleDivision51447032
State27214152009363331874682
MaleDivision34529183
State2256919221177462336241289
American IndianDivision<<<<0<
State123127114274
BlackDivision<<<<0<
State79241059810702191500851
HispanicDivision842041
State47504926292891962258
WhiteDivision678211164
State299871610611585831716708
Two or more racesDivision562010
State23641473934417494
Students with DisabilitiesDivision2416020
State1022603527101331172104
Economically DisadvantagedDivision204614054
State959515820159442826411138
English LearnersDivision<<<<<<
State1518329526534162681
HomelessDivision<<<<0<
State203616882523657
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 Students21419792.119892.5115.1
Female10710295.310295.332.8
Male1079588.89689.787.5
American Indian0<100<10000
Black0<100<10000
Hispanic191473.71473.7421.1
White17116093.616194.263.5
Two or more races141392.91392.917.1
Students with Disabilities242291.72291.728.3
Economically Disadvantaged898089.98089.955.6
English Learners0<<<<<<
Homeless0<<<<00
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Gap Group 1 = Students with Disabilities, English Language Learners, Economically Disadvantaged Students (unduplicated)
Gap Group 2 = Black Students
Gap Group 3 = Hispanic Students
Unduplicated = Students are able to be in two gap groups

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

Advanced Program Information
Count/Percentage
Program Type2014-20152015-20162016-2017
Advanced Placement Test Taken38 / 4.63%55 / 6.93%45 / 5.98%
Advanced Placement Course Enrollment44 / 5.36%52 / 6.55%49 / 6.52%
Dual Enrollment137 / 16.69%122 / 15.37%115 / 15.29%
Governor’s School Enrollment - - -
IB Course Enrollment - - -
Senior Enrolled in IB Program - - -
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

Postsecondary Enrollment

2014-2015 Postsecondary Enrollment: All Students

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

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

2014-2015 FGI cohort year (students entering high school in 2011)
Total number of students in the cohort earning a federally recognized high school diplomaStudents who enrolled in any Institution of Higher Education (IHE) within 16 months of earning a federally recognized high school diploma
TypeTotalTotal HERemaining Percent
All StudentsDivision17011035
State800255758028
FemaleDivision976830
State404623112723
MaleDivision734242
State395632645333
AsianDivision0<100
State5267459213
BlackDivision131023
State171671128234
HispanicDivision0<100
State8077522135
WhiteDivision1509835
State457593374926
Two or more racesDivision0<100
State3387249826
Students with DisabilitiesDivision10<100
State5663303146
Economically DisadvantagedDivision723256
State224061294742
English LearnersDivision0<100
State5211340435
LEGEND < = A group below state definition for personally identifiable results. - = no data available for that group This report provides the best available estimates about college enrollment according to the National Student Clearinghouse. For more information, see the answers to Frequently Asked Questions about this report at: http://www.doe.virginia.gov/school_finance/arra/stabilization/reported_data/assurance_c/faq_c11.pdf. Students who attended schools that do not participate in NSC are not included in the number or percent of students enrolled in an IHE. Federally recognized high school diplomas include Standard, Advanced Studies, or International Baccalaureate (IB) diplomas. Most subgroups are based on students' most recent status.

Career & Technical Education

Students Earning One or More CTE Credentials: All Students

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

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

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

Career and Technical Education
Count
2014-20152015-20162016-2017
NOCTI AssessmentsDivision---
 State397141393623
State LicensuresDivision202226
 State167317901964
Industry CertificationDivision115255363
 State89541100544109590
Workplace ReadinessDivision73--
 State336653077542313
Total Credentials EarnedDivision208277389
 State128850137248157490
Students Earning One or More CredentialsDivision192274364
 State104867109089126113
CTE CompletersDivision170145163
 State392914240440516
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

Advanced Placement Participation and Achievement

AP Achievement
2013-2014
Number of Test TakersNumber of Tests TakenNumber of Tests with Qualifying ScoresPercentage of Tests Passed
All Students29422354.8%
2014-2015
Number of Test TakersNumber of Tests TakenNumber of Tests with Qualifying ScoresPercentage of Tests Passed
All Students51671928.4%
2015-2016
Number of Test TakersNumber of Tests TakenNumber of Tests with Qualifying ScoresPercentage of Tests Passed
All Students39521630.8%
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

School Finance

Percentage of Expenditures

Division Expenditures

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

  • Smaller school divisions may have similar administrative and support costs as larger divisions but these non-instructional costs are spread over a smaller expenditure base.
  • Geographically large but sparsely populated school divisions may have higher per-pupil transportation costs because of travel distances and mountainous topography.
  • Divisions with large populations of at-risk or special needs students must provide support services that are required or that raise student achievement.
School Division - Percentage of Expenditures
 2013-20142014-20152015-2016
Percentage of fiscal year division
operating expenditures for instructional costs
66.265.767.5

Statewide Expenditures

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

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

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

Sources of Financial Support and Total Per Pupil Expenditures for Operations

Division Per-Pupil Spending

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

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

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

School Division - Per-Pupil Spending
 Local FundingStateFederal
2013-20142,275.006,005.00876.00
2014-20152,245.006,424.00771.00
2015-20162,215.006,506.00890.00

Statewide Per-Pupil Spending

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

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

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

 

State - Per-Pupil Spending
 Local FundingStateFederal
2013-20145,823.004,634.00784.00
2014-20155,950.004,802.00771.00
2015-20166,101.004,831.00812.00

Learning Climate

Percent of Students Absent

Percent of Students Absent 2016-2017 School Year:

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

  • Children who are chronically absent in preschool, kindergarten, and first grade are much less likely to read on grade level by the third grade.
  • Students who can’t read at grade level by the third grade are four times more likely to drop out of high school.
  • By high school, regular attendance is a better dropout indicator than test scores.
  • A student who is chronically absent in any year between the eighth and twelfth grade is seven times more likely to drop out of school.
Absenteeism by Subgroup
2013-20142014-20152015-20162016-2017
Subgroup0%-10%10%-15%15%-20%20+%0%-10%10%-15%15%-20%20+%0%-10%10%-15%15%-20%20+%0%-10%10%-15%15%-20%20+%
All Students25811745094267217964802629201659324272039791
Female1275822946130984323512589636351172984447
Male130692214813639532451371105295812551055344
American Indian0000000000000000
Asian37000320003100026110
Black204123718913132169181631341
Hispanic13964615963417413421851543
Native Hawaiian0000000000000000
White21521474280220315259732099175548019441618382
Two or more races386118071095363991355
Students with Disabilities35642920367341916347431216335501918
Economically Disadvantaged13511383772141314450651346172477112061477874
English Learners84621902228352194511
Homeless84124221432101548556
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 Students95.0194.8894.41
Female95.0595.1794.38
Male94.9694.6294.43
American Indian91.8593.7195.62
Asian98.5899.2196.03
Black95.5195.2394.66
Hispanic95.4595.7295.1
White94.9394.894.36
Two or more races94.9694.0993.56
Students with Disabilities94.2393.6593
Economically Disadvantaged93.8893.6393.16
English Learners96.3895.6595.68
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Standards of Accreditation (SOA) Offenses Data

2016-2017 Offenses
 Number of Offenses
Alcohol, Tobacco, and Other Drug Offenses35
Offenses Against Student<
Offenses Against Staff<
Weapons Offenses11
Property Offenses<
All Other Offenses17
Other Offenses Against Persons77
Disorderly or Disruptive Behavior Offenses56
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Short Term Suspensions

Short Term Suspensions:

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

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

Short Term Suspensions
 2014-20152015-20162016-2017
Subgroup% Population% Short Term Suspensions% Population% Short Term Suspensions% Population% Short Term Suspensions
American Indian0.4130.2050.182
Asian1.0330.60.8530.945
Black6.9195.397.7768.396.0683.5
Hispanic5.684.796.3784.97.5224.2
Native Hawaiian0.1380.2390.218
White83.30586.2381.07182.5280.77886.01
Two or more races2.5132.993.4794.24.2886.29
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Long Term Suspensions

Long Term Supensions:

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

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

Long Term Suspensions
 2014-20152015-20162016-2017
Subgroup% Population% Long Term Suspensions% Population% Long Term Suspensions% Population% Long Term Suspensions
American Indian0.4130.2050.182
Asian1.0330.8530.945
Black6.9197.7766.068
Hispanic5.686.3787.522
Native Hawaiian0.1380.2390.218
White83.30510081.07180.778
Two or more races2.5133.4794.288
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Expulsions

Expulsions:

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

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

Expulsions
 2014-20152015-20162016-2017
Subgroup% Population% Expulsions% Population% Expulsions% Population% Expulsions
American Indian0.4130.2050.182
Asian1.0330.8530.945
Black6.9197.7766.068
Hispanic5.686.3787.522
Native Hawaiian0.1380.2390.218
White83.30581.07180.778
Two or more races2.5133.4794.288
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 Students54.0554.2852.15
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

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 Students37.9238.3954.86
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Free and Reduced Lunch Participation of Eligible Students

Free and Reduced Lunch Participation of Eligible Students:

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

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

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

 

Free and Reduced Lunch Participation
 2014-20152015-20162016-2017
 PercentagePercentagePercentage
All Students78.0276.577.01
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Teacher Quality

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Student-Teacher Ratio

2015-2016 Grades K-7 Student Teacher Ratio: 14.48 : 1

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

2015-2016 Grades 8-12 Student Teacher Ratio: 12.16 : 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

Provisionally Licensed Teachers

Provisionally Licensed Teachers
 2015-20162016-2017
Provisional5%6%
Provisional Special Education4%4%
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%2%
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
2014-201553%45%0%2%
2015-201655%42%0%3%
2016-201756%41%0%3%
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
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