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General school information

Division: Petersburg City Public Schools
Address: 255 South Boulevard, East Petersburg, VA 23805-2700
Superintendent: Dr. Marcus J Newsome
Region: 1
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 Schools6
Accreditation Denied2
Accreditation Withheld - Board Decision1
Partially Accredited: Warned School-Pass Rate2
Partially Accredited: Reconstituted School1

Federal Graduation Indicator

Federal Graduation Indicator: All Students

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

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

Federal Graduation Indicator
Student SubgroupType2014-20152015-20162016-2017
All StudentsDivision716074
 Virginia858687
FemaleDivision786982
 Virginia898990
MaleDivision645067
 Virginia828384
American IndianDivision100100
 Virginia848481
AsianDivision100100
 Virginia909293
BlackDivision706173
 Virginia797981
HispanicDivision10036<
 Virginia767675
WhiteDivision<<80
 Virginia899091
Students with DisabilitiesDivision172027
 Virginia535354
Economically DisadvantagedDivision675468
 Virginia757578
English LearnersDivision<38
 Virginia676762
Gap Group 2Division706173
 Virginia797981
Gap Group 3Division10036<
 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 Students758514266054406605440
Female861533966458367645736
Male655494565751436565044
Asian3691559<<<<<100<0
Black758514266054406605440
Hispanic860534086254389625338
White1681661913776423-525248
Two or more races<<<<2060404020806020
Students with Disabilities9352665103828626282272
Economically Disadvantaged754474655650445555045
English Learners9574843353504712554345
Grade 3 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students13635037965563511645336
Female16685233869623112695731
Male11594841116049409584843
Black1362493896455369625238
Hispanic<<<<76356373392588
White<<<<20100800<<<<
Two or more races<100<0<100<0<100<0
Students with Disabilities1353414721644336-424258
Economically Disadvantaged1359454185952418605240
English Learners<<<<-61613940905010
Grade 4 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students963543797363279615339
Female96354371176642410665634
Male963543787062307554845
Black963553797364278605240
Hispanic8544646<<<<16644836
White<<<<<<<<<100<0
Two or more races<<<<<100<0
Students with Disabilities1345325514483352-323268
Economically Disadvantaged658524287164297564944
English Learners10605040<<<<17654835
Grade 5 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students116554351065563513796621
Female12655335968593213826918
Male106555351063533713766324
Black106555351065553514826818
Hispanic<<<<-606040<<<<
White<100<0<100<0<<<<
Two or more races<<<<<<<<<<<<
Students with Disabilities7332767538326221573643
Economically Disadvantaged10645436659544110786822
English Learners<<<<-646436<<<<
Grade 6 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students546415465144493514849
Female650445075044502535147
Male441375965145494494651
Black545405575044502525048
Hispanic6504450<<<<<<<<
Two or more races<100<0<<<<<<<<
Students with Disabilities924157622411959-6694
Economically Disadvantaged444405674740533413859
English Learners<<<<<<<<<<<<
Grade 7 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students858504255349475565144
Female962533866256384605640
Male754474644643546504550
Black756484445249485555045
Hispanic89283811584742<<<<
White<100<0<<<<<<<<
Two or more races<100<0<100<0<100<0
Students with Disabilities15301570629237110251575
Economically Disadvantaged755474554642545524848
English Learners<100<0-272773<<<<
Grade 8 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students139386114443562454355
Female242395825250485494451
Male-3737631373663-424258
Asian<100<0<100<0
Black139396114443562434157
Hispanic-333367-505050-646436
White<<<<<<<<<<<<
Students with Disabilities-181882-181882-101090
Economically Disadvantaged135346514140592403860
English Learners<<<<<<<<<<<<
EOC English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students271692916664341666534
Female37673242666434-666634
Male167663316565353666334
Asian<100<0<100<0<100<0
Black170693016564352656435
Hispanic-696931<<<<-909010
White<100<010807020<<<<
Students with Disabilities-101090-29297116372163
Economically Disadvantaged1646336-585842-575743
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 Students449465144743535565144
Female457534355347476605440
Male342395813938613524948
Asian<100<0<100<0<100<0
Black348455234542555565144
Hispanic-44445611685832-575743
White17927582369463110706030
Two or more races<100<0<<<<<<<<
Students with Disabilities5231977-2222786373163
Economically Disadvantaged144435634138593504750
English Learners-8892-313169<<<<
Grade 8 Writing Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students339366143228685504450
Female350485074033607585142
Male330277012423764433957
Asian<100<0<100<0
Black338356242925715484352
Hispanic-40406010807020-606040
White<100<0<<<<<<<<
Students with Disabilities6211579-2626747383162
Economically Disadvantaged236356453025703444156
English Learners<<<<<<<<<<<<
EOC Writing Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students459554135955414625838
Female563583746258385625738
Male355524525452463625938
Black358554225856424625838
Hispanic-474753<<<<-555545
White<<<<<<<<<<<<
Two or more races<100<0<<<<<<<<
Students with Disabilities-303070-1616844353065
Economically Disadvantaged154534615352472575543
English Learners<<<<<<<<<<<<
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Math

Math Performance: All Students

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

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

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

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

Overall Student Performance: Math Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students657514366356374524848
Female660544076760334565244
Male654484665852424484552
American Indian<<<<<100<0
Asian2782551825755025<<<<
Black656504466256384514849
Hispanic7645736861533910605040
White10766624148167196565044
Two or more races<<<<<<<<-777723
Students with Disabilities831236983730634242076
Economically Disadvantaged554484665852423484552
English Learners361573965650449544646
Grade 3 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students963543777164296565044
Female9675833107667244605640
Male1059494146662348524448
Black962533867164295555045
Hispanic<<<<767593317675033
White<<<<30100700<<<<
Two or more races<100<0<100<0<100<0
Students with Disabilities94535553484552-333367
Economically Disadvantaged859514166559354504750
English Learners<<<<8675833<<<<
Grade 4 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students18786122178063209716229
Female167660241682651811766524
Male19816119187860226645836
Black18786022168164197706330
Hispanic87769235070203019695031
White<<<<<<<<<100<0
Two or more races<<<<<100<0
Students with Disabilities1356444417675033-373763
Economically Disadvantaged15766124167661249675733
English Learners-8080202773452721715029
Grade 5 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students8665934106656347575043
Female968593256661349585042
Male6645836146551356555045
Black7676033116655347585142
Hispanic<<<<-505050<<<<
White<100<0<<<<<<<<
Two or more races<<<<<<<<<<<<
Students with Disabilities32723731753364718321468
Economically Disadvantaged666603485849425514649
English Learners<<<<-363664<<<<
Grade 6 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students24240582444256-363664
Female13837621484752-353565
Male34643543393761-363664
Black24139592444256-353565
Hispanic6565044<<<<<<<<
Students with Disabilities1227157311251475-171783
Economically Disadvantaged23836623434057-343466
English Learners-505050<<<<<<<<
Grade 7 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students322187813029701252475
Female22826722373563-232377
Male5161284-2424762262474
Black421187913029701242376
Hispanic<<<<-303070<<<<
White<100<0<<<<<<<<
Two or more races<<<<<<<<
Students with Disabilities182137947493-101090
Economically Disadvantaged418148212524751222178
English Learners<<<<-202080<<<<
Grade 8 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students25452461565544-333367
Female46662342585742-393961
Male-444456-555545-292971
Black25452461545346-333367
Hispanic-656535-1001000<<<<
White<<<<<<<<<<<<
Students with Disabilities-3397-252575---100
Economically Disadvantaged25049501555445-323268
English Learners-545446<100<0<<<<
Algebra I Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students152514815756431565444
Female254524626361371615939
Male-505050-5252481515049
American Indian<<<<
Asian<100<0<100<0<100<0
Black-52514815756431545346
Hispanic6565044-535347-737327
White<<<<<<<<<<<<
Students with Disabilities-313169-222278-303070
Economically Disadvantaged-52524815352471505050
English Learners-404060-505050<<<<
Geometry Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students256544437472261575643
Female356534447874221585742
Male1565444-6767331565544
Asian<100<0<100<0<100<0
Black154534627472261545346
Hispanic<100<0<<<<<<<<
White<100<0<100<0<<<<
Two or more races<<<<<100<0<100<0
Students with Disabilities<<<<<100<0<<<<
Economically Disadvantaged24645542737127-565644
English Learners<100<0<100<0<100<0
Algebra II Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students8877813179274811867514
Female28482161988691213877413
Male199172915988328857715
Asian<<<<<100<0<100<0
Black889801114917799857615
Hispanic<100<0<100<0<100<0
White<<<<<100<0<100<0
Two or more races<<<<
Economically Disadvantaged1295835211007902096764
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 Students366623446560355585442
Female368653246561354595541
Male463603756559355585342
Asian<100<0<100<0<100<0
Black366633446359375585442
Hispanic359574158681142504850
White1076672478780134646036
Two or more races<<<<<<<<<<<<
Students with Disabilities3333067742355812322068
Economically Disadvantaged263613755954414504550
English Learners7453855-696931-252575
Grade 5 Science Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students6615539137360278574843
Female5555045106757339595041
Male7676033178063208544746
Black5615639147258289584942
Hispanic<<<<-909010<<<<
White<<<<<<<<<<<<
Two or more races<<<<<100<0<<<<
Students with Disabilities74740531862443825391461
Economically Disadvantaged3605640136855328534547
English Learners<<<<-828218<<<<
Grade 8 Science Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students-49495114342575544946
Female-54544624443565494451
Male146455414240585595441
Asian<100<0<100<0
Black-49495114140595534847
Hispanic-464654109080107645736
White<<<<<<<<<<<<
Students with Disabilities3252275-3232689413159
Economically Disadvantaged146455423937615494551
English Learners<<<<<<<<<<<<
Biology Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students588831227977214726828
Female690841037875223706730
Male484811618179195746826
Asian<100<0<100<0<100<0
Black489841127876225746926
Hispanic<<<<<<<<<<<<
White<100<0<<<<<<<<
Two or more races<<<<<<<<
Students with Disabilities<<<<<<<<<<<<
Economically Disadvantaged687811347672245565144
English Learners<<<<<<<<<<<<
Chemistry Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students487831328886125858015
Female287851328482167847716
Male78780133979333878513
Asian<100<0<100<0<100<0
Black488841218786134858015
Hispanic<100<0<100<0<100<0
White<<<<<100<0<<<<
Two or more races<<<<<100<0
Students with Disabilities<<<<<100<0<<<<
Economically Disadvantaged-89891151009505827718
English Learners<100<0<<<<
Earth Science Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students2686732-6261381464654
Female-717129-6666341494851
Male366623415958411434357
Black1686732-5959411464554
Hispanic<<<<-777723-404060
White<<<<<100<0<<<<
Students with Disabilities-323268-262674-181882
Economically Disadvantaged1706930-5656441383762
English Learners<<<<<<<<-272773
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 Students127260281266543410615239
Female11736327106555358625438
Male147157291467533311604940
American Indian<100<0<100<0<100<0
Asian30100700<<<<<100<0
Black13726028116554359615139
Hispanic5524848167660246635837
White58580151987681314624838
Two or more races<<<<<<<<<<<<
Students with Disabilities64942511051414911402960
Economically Disadvantaged13715829116352379574843
English Learners6504450176347373524848
VA & US History Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students464603624644541545346
Female26461362454355-535347
Male765583524745532555345
Asian<100<0<100<0<100<0
Black464603614544551545346
Hispanic<<<<<<<<-585842
White<100<0<<<<<<<<
Students with Disabilities-454555-242476-262674
Economically Disadvantaged155544513535651444356
English Learners-404060<<<<<<<<
World History I Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students380772077366272474553
Female481771967973213504750
Male279762186859321434257
American Indian<100<0
Black380772077164292454355
Hispanic-7575251792758-474753
White<100<0<100<0<<<<
Two or more races<<<<<100<0<100<0
Students with Disabilities-505050-4141593171483
Economically Disadvantaged283811787062301383762
English Learners<<<<<<<<-333367
World History II Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students979702156459368736527
Female577722325958416756925
Male148167191172612811705930
American Indian<100<0
Asian<100<0<<<<<100<0
Black878702266458365716629
Hispanic<<<<<<<<<100<0
White<100<0<<<<<<<<
Two or more races<<<<<100<0
Students with Disabilities<<<<<<<<<<<<
Economically Disadvantaged1375632565650448756725
English Learners<<<<<<<<<100<0
Civics & Econ Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students353504735350477635537
Female355514555348479635437
Male351484925452466635737
Asian<100<0<100<0
Black354514645248486615539
Hispanic-232377-82821814796421
White<<<<<<<<<<<<
Students with Disabilities-212179-3636645363264
Economically Disadvantaged252494834947517585142
English Learners<<<<<<<<<<<<
VA Studies Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students38895111379154931835217
Female34915793089581126845816
Male43874413439450637824518
Asian<100<0
Black398950113690551032855315
Hispanic<<<<<100<0<<<<
White<100<0<100<0<<<<
Two or more races<100<0<100<0<<<<
Students with Disabilities8766824296839325454055
Economically Disadvantaged388950113189591128825418
English Learners<100<040100600<<<<
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: 82.17 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-kindergarten342369376
Kindergarten408367392
Grade 1357369355
Grade 2381334358
Grade 3356365332
Grade 4287327332
Grade 5272268301
Grade 6267249233
Grade 7286269247
Grade 8290283253
Grade 9289287301
Grade 10308280265
Grade 11272283253
Grade 12203232277
Total Students4,3184,2824,275
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 Students431842824275
Female212920612060
Male218922212215
American Indian876
Asian192526
Black398139173913
Hispanic198193198
Native Hawaiian3156
White8710499
Two or more races222127
Students with Disabilities436404455
Not Students with Disabilities388238783820
Economically Disadvantaged260922072597
Not Economically Disadvantaged170920751678
English Learners171174193
Not English Learners414741084082
Homeless375318262
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 StudentsDivision621442031042
State4978334418270994955151976
FemaleDivision398052225
State27214151969363301886684
MaleDivision2364151817
State2256919222177361936291292
American IndianDivision<<<<0<
State123127114274
AsianDivision<<<<0<
State45731128821711653
BlackDivision521291931040
State79241059610702191502852
HispanicDivision<<<<0<
State47504926291891963260
WhiteDivision441001
State299881610411585771729709
Two or more racesDivision<<<<0<
State23631474934317495
Students with DisabilitiesDivision01120013
State1022603127091331175105
Economically DisadvantagedDivision2287133433
State959415818159442726451138
English LearnersDivision<<<<0<
State1518329526534162683
HomelessDivision241103
State203616882423757
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

Four-Year Virginia On-Time Graduation Rate

On-Time Graduation Rate Over Time

All Students

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

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

Status of Students After Four Years of High School
Students SubgroupStudents in CohortGraduatesOn-Time Graduation RateCompletersCompletion RateCohort DropoutsCohort Dropout Rate
All Students28122680.422981.5103.6
Female1531248112682.421.3
Male12810279.710380.586.3
American Indian0<100<10000
Asian0<100<10000
Black25320079.120380.2104
Hispanic0<100<10000
White1099099000
Two or more races0<<<<00
Students with Disabilities353188.63188.612.9
Economically Disadvantaged16212275.312577.242.5
English Learners0<100<10000
Homeless11763.6872.700
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 Taken9 / .84%15 / 1.39%24 / 2.19%
Advanced Placement Course Enrollment13 / 1.21%16 / 1.48%24 / 2.19%
Dual Enrollment33 / 3.08%48 / 4.44%19 / 1.73%
Governor’s School Enrollment78 / 7.28%77 / 7.12%78 / 7.12%
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 StudentsDivision1728948
State800255758028
FemaleDivision1015843
State404623112723
MaleDivision713156
State395632645333
American IndianDivision0<100
State25416535
BlackDivision1638548
State171671128234
HispanicDivision0<100
State8077522135
WhiteDivision0<100
State457593374926
Two or more racesDivision0<100
State3387249826
Students with DisabilitiesDivision0<100
State5663303146
Economically DisadvantagedDivision1034754
State224061294742
English LearnersDivision0<100
State3672225539
LEGEND < = A group below state definition for personally identifiable results. - = no data available for that group This report provides the best available estimates about college enrollment according to the National Student Clearinghouse. For more information, see the answers to Frequently Asked Questions about this report at: http://www.doe.virginia.gov/school_finance/arra/stabilization/reported_data/assurance_c/faq_c11.pdf. Students who attended schools that do not participate in NSC are not included in the number or percent of students enrolled in an IHE. Federally recognized high school diplomas include Standard, Advanced Studies, or International Baccalaureate (IB) diplomas. Most subgroups are based on students' most recent status.

Career & Technical Education

Students Earning One or More CTE Credentials: All Students

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

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

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

Career and Technical Education
Count
2014-20152015-20162016-2017
NOCTI AssessmentsDivision---
 State397141393623
State LicensuresDivision22-
 State167317901964
Industry CertificationDivision7551167
 State89541100544109590
Workplace ReadinessDivision4661270
 State336653077542313
Total Credentials EarnedDivision123114437
 State128850137248157490
Students Earning One or More CredentialsDivision93101386
 State104867109089126113
CTE CompletersDivision443837
 State392914240440516
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

Advanced Placement Participation and Achievement

AP Achievement
2013-2014
Number of Test TakersNumber of Tests TakenNumber of Tests with Qualifying ScoresPercentage of Tests Passed
All Students<<<<%
2014-2015
Number of Test TakersNumber of Tests TakenNumber of Tests with Qualifying ScoresPercentage of Tests Passed
All Students161616.3%
2015-2016
Number of Test TakersNumber of Tests TakenNumber of Tests with Qualifying ScoresPercentage of Tests Passed
All Students<<<<%
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

School Finance

Percentage of Expenditures

Division Expenditures

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

  • Smaller school divisions may have similar administrative and support costs as larger divisions but these non-instructional costs are spread over a smaller expenditure base.
  • Geographically large but sparsely populated school divisions may have higher per-pupil transportation costs because of travel distances and mountainous topography.
  • Divisions with large populations of at-risk or special needs students must provide support services that are required or that raise student achievement.
School Division - Percentage of Expenditures
 2013-20142014-20152015-2016
Percentage of fiscal year division
operating expenditures for instructional costs
59.459.556.3

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
2013-20142,425.006,582.001,899.00
2014-20152,825.006,778.001,887.00
2015-20162,663.006,884.002,522.00

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 Students3536499223401358945919035934303861963263271447249510
Female176824310019017552259218516541861061691577202123247
Male17682561232111834234981741776200901571694245126263
American Indian0000000000000000
Asian20000181002110017511
Black3222462207374328042117633731113541783002966399231468
Hispanic180148101791961117912911174241220
Native Hawaiian0000000000000000
White86158987137694168108711412
Two or more races23703204022011324517
Students with Disabilities385643457411582651399462250362523164
Economically Disadvantaged2504362164292225028811923620632641252192259356194382
English Learners1621275152154101611058173201012
Homeless346572747353542339243291727213322240
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Attendance Rate

Attendance Rate: All Students

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

Attendance Rate
Subgroup2014-20152015-20162016-2017
All Students93.0592.9191.62
Female93.1692.9791.77
Male92.9492.8491.48
American Indian82.9588.877.99
Asian96.1795.4693.28
Black92.9692.8191.57
Hispanic93.9694.4692.52
Native Hawaiian85.1790.0488.63
White94.6493.1492.36
Two or more races93.9992.9488.65
Students with Disabilities91.5691.2590.33
Economically Disadvantaged92.6592.1490.87
English Learners94.3794.8693.23
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 Offenses39
Technology Offenses13
Offenses Against Student71
Offenses Against Staff71
Weapons Offenses19
Property Offenses34
All Other Offenses107
Other Offenses Against Persons790
Disorderly or Disruptive Behavior Offenses1,501
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 Indian0.1850.130.1630.080.14
Asian0.440.5840.6080.23
Black92.19598.2191.47698.3291.53297.07
Hispanic4.5850.964.5071.074.6321.76
Native Hawaiian0.0690.350.080.140.12
White2.0150.452.4290.312.3160.65
Two or more races0.5090.260.490.150.6320.18
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 Indian0.1850.1630.14
Asian0.440.5840.608
Black92.19510091.47691.53297.44
Hispanic4.5854.5074.632
Native Hawaiian0.0690.350.14
White2.0152.4292.3162.56
Two or more races0.5090.490.632
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 Indian0.1850.1630.14
Asian0.440.5840.608
Black92.19591.47610091.532
Hispanic4.5854.5074.632
Native Hawaiian0.0690.350.14
White2.0152.4292.316
Two or more races0.5090.490.632
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 Students100100100
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 Students40.4451.4142.42
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 Students72.2169.9966.93
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: 12.89 : 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

2015-2016 Grades 8-12 Student Teacher Ratio: 9.09 : 1

student 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
Provisional15%15%
Provisional Special Education4%2%
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

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

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

Percentage of Core Academic Classes Taught by Teachers Not Meeting the Federal Definition of Highly Qualified
 2014-20152015-20162016-2017
Division
All Schools100%9%5%
High Poverty100%8%5%
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
2014-201546%48%2%4%
2015-201647%46%2%5%
2016-201747%44%2%7%
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
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