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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 Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students660544066054406575143
Female664583676457367605340
Male657514365650446544846
American Indian<100<0<100<0<100<0
Asian<<<<<100<0<<<<
Black660544066054406565044
Hispanic862543896253387605340
White13776423-52524815745926
Two or more races20604040208060208585042
Students with Disabilities1038286262822729342566
Economically Disadvantaged556504455550456544946
English Learners3535047125543456565044
Grade 3 English Reading Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students96556351164533611604940
Female86962311269573111614939
Male11604940958484311604940
Asian<<<<<<<<
Black964553696252389595041
Hispanic7635637339258817705230
White20100800<<<<40703030
Two or more races<100<0<100<0<100<0
Students with Disabilities21644336-4242588332567
Economically Disadvantaged8595241860524010584942
English Learners-6161394090501018644536
Grade 4 English Reading Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students973632796153397595241
Female11766424106656348635537
Male870623075548456565044
Asian<100<0<100<0<100<0
Black973642786052407595241
Hispanic<<<<166448367575043
White<<<<<100<010706030
Students with Disabilities14483352-3232683373463
Economically Disadvantaged871642975649446585242
English Learners<<<<17654835-545446
Grade 5 English Reading Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students10655635137966217595141
Female9685932138269189645536
Male10635337137663246534747
Black10655535148268187575043
Hispanic-606040<<<<8756725
White<100<0<<<<<<<<
Students with Disabilities5383262215736433322968
Economically Disadvantaged6595441107868226564944
English Learners-646436<<<<4716729
Grade 6 English Reading Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students651444935148496585242
Female750445025351476635737
Male651454944946515534847
Black750445025250486595341
Hispanic<<<<<<<<<<<<
White<<<<<<<<<<<<
Two or more races<<<<<<<<<<<<
Students with Disabilities22411959-669415432858
Economically Disadvantaged747405334138596575143
English Learners<<<<<<<<<<<<
Grade 7 English Reading Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students553494755651444565244
Female662563846056403585542
Male446435465045505555045
Black452494855550454555145
Hispanic11584742<<<<-555545
White<<<<<<<<<100<0
Two or more races<100<0<100<0<<<<
Students with Disabilities62923711025157518392161
Economically Disadvantaged546425455248484535047
English Learners-272773<<<<-505050
Grade 8 English Reading Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students144435624543554433957
Female252504854944514474353
Male1373663-4242584383462
Black144435624341573403760
Hispanic-505050-646436-505050
White<<<<<<<<<<<<
Two or more races<<<<<100<0<<<<
Students with Disabilities-181882-1010909201180
Economically Disadvantaged141405924038604433957
English Learners<<<<<<<<<<<<
EOC English Reading Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students166643416665342595841
Female2666434-6666344646036
Male16565353666334-565644
American Indian<100<0<100<0<100<0
Asian<100<0<100<0<100<0
Black165643526564351595841
Hispanic<<<<-909010<<<<
White10807020<<<<<100<0
Two or more races<<<<<<<<
Students with Disabilities-292971163721637322568
Economically Disadvantaged-585842-575743-505050
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 Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students447435355651446443856
Female553474766054406554945
Male139386135249485342866
American Indian<100<0<100<0<100<0
Asian<100<0<100<0<<<<
Black345425555651445433857
Hispanic11685832-57574310352565
White2369463110706030<<<<
Two or more races<<<<<<<<<100<0
Students with Disabilities-22227863731634181382
Economically Disadvantaged341385935047505403560
English Learners-313169<<<<6413559
Grade 8 Writing Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students432286855044508423458
Female740336075851429514249
Male124237644339576322568
Black429257154843527413459
Hispanic10807020-6060408383162
White<<<<<<<<<<<<
Two or more races<100<0<100<0<100<0
Students with Disabilities-26267473831627171083
Economically Disadvantaged530257034441568433557
English Learners<<<<<<<<<<<<
EOC Writing Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students359554146258384464354
Female462583856257383585642
Male254524636259385363164
American Indian<100<0<100<0<100<0
Asian<100<0<<<<
Black258564246258383454255
Hispanic<<<<-555545<<<<
White<<<<<<<<<<<<
Two or more races<<<<<<<<<100<0
Students with Disabilities-16168443530653191681
Economically Disadvantaged153524725755432373563
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 Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students663563745248485504550
Female767603345652445534847
Male658524244845524474253
Asian25755025<<<<<100<0
Black662563845148494484452
Hispanic8615339106050406625638
White14816719656504425724728
Two or more races<<<<-777723-575743
Students with Disabilities837306342420769251675
Economically Disadvantaged658524234845525464154
English Learners656504495446467615439
Grade 3 Mathematics Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students771642965650448574943
Female1076672446056409574843
Male466623485244487575043
Asian<100<0<100<0
Black671642955550455555045
Hispanic76759331767503313655235
White30100700<<<<50803020
Two or more races<100<0<100<0<<<<
Students with Disabilities3484552-3333678281972
Economically Disadvantaged665593545047506544846
English Learners8675833<<<<14645036
Grade 4 Mathematics Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students1780632097162299574843
Female16826518117665248585042
Male18786022664583611564544
Asian<<<<<100<0<100<0
Black1681641977063308564844
Hispanic50702030196950317504350
White<<<<<100<040804020
Students with Disabilities17675033-3737633262474
Economically Disadvantaged1676612496757339554645
English Learners27734527217150298625438
Grade 5 Mathematics Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students1066563475750434474353
Female566613495850424534847
Male1465513565550453403760
Black1166553475851423444256
Hispanic-505050<<<<8675833
White<<<<<<<<<<<<
Students with Disabilities1753364718321468-131387
Economically Disadvantaged858494255146494423858
English Learners-363664<<<<4676333
Grade 6 Mathematics Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students2444256-3636642262374
Female1484752-3535652252375
Male3393761-3636643272473
Black2444256-3535653262374
Hispanic<<<<<<<<<<<<
White<<<<<<<<<<<<
Two or more races<<<<<<<<<<<<
Students with Disabilities11251475-17178315321868
Economically Disadvantaged3434057-3434663252275
English Learners<<<<<<<<<<<<
Grade 7 Mathematics Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students130297012524753171583
Female2373563-232377-181882
Male-24247622624745171183
Black130297012423762171483
Hispanic-303070<<<<-252575
White<<<<<<<<<<<<
Students with Disabilities47493-1010901821379
Economically Disadvantaged125247512221784151285
English Learners-202080<<<<-333367
Grade 8 Mathematics Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students1565544-3333672514949
Female2585742-3939612555345
Male-555545-2929712474553
Asian<100<0<100<0<100<0
Black1545346-3333672494751
Hispanic-1001000<<<<-646436
White<<<<<<<<<<<<
Two or more races<100<0<<<<
Students with Disabilities-252575---1008281972
Economically Disadvantaged1555445-3232683494651
English Learners<100<0<<<<-808020
Algebra I Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students157564315654442565444
Female263613716159393636037
Male-52524815150491494851
Asian<100<0<100<0<100<0
Black157564315453462535147
Hispanic-535347-737327-808020
White<<<<<<<<<<<<
Two or more races<<<<<100<0<100<0
Students with Disabilities-222278-303070-131388
Economically Disadvantaged153524715050502535147
English Learners-505050<<<<7716429
Geometry Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students37472261575643-676733
Female47874221585742-747426
Male-6767331565544-616139
Asian<100<0<100<0<100<0
Black27472261545346-656535
Hispanic<<<<<<<<<<<<
White<100<0<<<<<<<<
Two or more races<100<0<100<0<100<0
Students with Disabilities<100<0<<<<<<<<
Economically Disadvantaged2737127-565644-636337
English Learners<100<0<100<0<<<<
Algebra II Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students179274811867514891849
Female19886912138774131294826
Male159883288577152888512
Asian<100<0<100<0
Black14917799857615691859
Hispanic<100<0<100<0<100<0
White<100<0<100<0<<<<
Students with Disabilities<<<<<100<0<100<0
Economically Disadvantaged211007902096764995865
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 Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students465603555854423525048
Female465613545955413555345
Male565593555853422494751
Asian<100<0<100<0<100<0
Black463593755854422514949
Hispanic586811425048505585342
White7878013464603613786522
Two or more races<<<<<<<<<<<<
Students with Disabilities7423558123220683181582
Economically Disadvantaged559544145045502464454
English Learners-696931-2525754534947
Grade 5 Science Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students1373602785748434534947
Female1067573395950414575243
Male1780632085447463484552
Black1472582895849423514849
Hispanic-909010<<<<4635838
White<<<<<<<<<<<<
Students with Disabilities18624438253914613131087
Economically Disadvantaged1368553285345474484452
English Learners-828218<<<<4585442
Grade 8 Science Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students143425755449463464354
Female244435654944512474553
Male142405855954414454055
Black141405955348472454255
Hispanic1090801076457368423358
White<<<<<<<<<<<<
Two or more races<<<<<100<0<<<<
Students with Disabilities-32326894131596241876
Economically Disadvantaged239376154945513444056
English Learners<<<<<<<<<<<<
Biology Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students279772147268281494851
Female378752237067301535347
Male181791957468261464454
Asian<100<0<100<0<100<0
Black278762257469261474753
Hispanic<<<<<<<<5635837
White<<<<<<<<<100<0
Students with Disabilities<<<<<<<<-141486
Economically Disadvantaged476722455651441424058
English Learners<<<<<<<<-303070
Chemistry Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students288861258580154817719
Female284821678477168797221
Male3979333878513-848416
Asian<100<0<100<0<100<0
Black187861348580154807620
Hispanic<100<0<100<0<100<0
White<100<0<<<<<<<<
Students with Disabilities<100<0<<<<
Economically Disadvantaged51009505827718-797921
Earth Science Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students-6261381464654-505050
Female-6666341494851-525248
Male15958411434357-474753
Asian<100<0<100<0
Black-5959411464554-515149
Hispanic-777723-404060<<<<
White<100<0<<<<
Two or more races<100<0<<<<
Students with Disabilities-262674-181882<<<<
Economically Disadvantaged-5656441383762-383862
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 Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students12665434106152399534447
Female10655535862543811544446
Male14675333116049407524548
American Indian<100<0<100<0<100<0
Asian<<<<<100<0<100<0
Black1165543596151398524448
Hispanic16766024663583721614039
White198768131462483812544246
Two or more races<<<<<<<<<<<<
Students with Disabilities10514149114029603252275
Economically Disadvantaged1163523795748439494051
English Learners17634737352484822533147
VA & US History Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students246445415453462504850
Female2454355-5353473484552
Male247455325553452525048
American Indian<100<0<100<0<100<0
Asian<100<0<100<0<100<0
Black145445515453461494851
Hispanic<<<<-585842<<<<
White<<<<<<<<<<<<
Two or more races<<<<<<<<
Students with Disabilities-242476-262674-151585
Economically Disadvantaged135356514443561464554
English Learners<<<<<<<<<<<<
World History I Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students773662724745532323168
Female679732135047503333067
Male868593214342571323168
Asian<100<0<100<0<100<0
Black771642924543552312969
Hispanic1792758-4747537433657
White<100<0<<<<<<<<
Two or more races<100<0<100<0<100<0
Students with Disabilities-4141593171483-7793
Economically Disadvantaged870623013837622252475
English Learners<<<<-333367<<<<
World History II Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students564593687365275565144
Female259584167569257575043
Male11726128117059303555345
Asian<<<<<100<0
Black664583657166295544846
Hispanic<<<<<100<0<<<<
White<<<<<<<<<<<<
Students with Disabilities<<<<<<<<<<<<
Economically Disadvantaged656504487567252444256
English Learners<<<<<100<0<100<0
Civics & Econ Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students353504776355376504550
Female5534847963543710534347
Male254524666357372484652
Black452484866155396504450
Hispanic-82821814796421-505050
White<<<<<<<<<<<<
Two or more races<<<<<100<0<<<<
Students with Disabilities-3636645363264-232377
Economically Disadvantaged349475175851427484152
English Learners<<<<<<<<9453655
VA Studies Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students37915493183521723745126
Female308958112684581625754925
Male43945063782451821745326
Black369055103285531521745326
Hispanic<100<0<<<<42773523
White<100<0<<<<<<<<
Two or more races<100<0<<<<
Students with Disabilities2968393254540554413759
Economically Disadvantaged318959112882541823714929
English Learners40100600<<<<38733527
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

2016-20172017-20182018-2019
State000
Division000
Number of recently arrived English language learners exempted from state reading assessments

Enrollment

Fall Membership by Grade

Grade2015-20162016-20172017-2018
Pre-kindergarten369376390
Kindergarten367392335
Grade 1369355365
Grade 2334358353
Grade 3365332343
Grade 4327332313
Grade 5268301326
Grade 6249233259
Grade 7269247224
Grade 8283253240
Grade 9287301255
Grade 10280265281
Grade 11283253262
Grade 12232277249
Total Students4,2824,2754,195
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 Subgroups

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 Students428242754195
Female206120602048
Male222122152147
American Indian766
Asian252620
Black391739133823
Hispanic193198210
Native Hawaiian1568
White10499104
Two or more races212724
Students with Disabilities404455445
Not Students with Disabilities387838203750
Economically Disadvantaged220725972966
Not Economically Disadvantaged207516781229
English Learners174193186
Not English Learners410840824009
Homeless318262255
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
State4978334419271095854981970
FemaleDivision398052225
State27214151999363331873682
MaleDivision2364151817
State2256919220177462536251288
American IndianDivision<<<<0<
State123127114274
AsianDivision<<<<0<
State45731128821711553
BlackDivision521291931040
State79241059810702211500849
HispanicDivision<<<<0<
State47504926292891961258
WhiteDivision441001
State299871610411585831717709
Two or more racesDivision<<<<0<
State23641473934417494
Students with DisabilitiesDivision01120013
State1022603427101341173104
Economically DisadvantagedDivision2287133433
State959515820159443026401137
English LearnersDivision<<<<0<
State1518329526534162581
HomelessDivision241103
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 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 Taken -15 / 1.39%24 / 2.19%
Advanced Placement Course Enrollment -16 / 1.48%24 / 2.19%
Dual Enrollment -48 / 4.44%19 / 1.73%
Governor’s School Enrollment -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
State800295758128
FemaleDivision1015843
State404633112723
MaleDivision713156
State395662645433
American IndianDivision0<100
State25416535
BlackDivision1638548
State171681128234
HispanicDivision0<100
State8078522135
WhiteDivision0<100
State457613375026
Two or more racesDivision0<100
State3387249826
Students with DisabilitiesDivision0<100
State5663303146
Economically DisadvantagedDivision1034754
State224091294842
English LearnersDivision0<100
State5212340435
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---
 State-41393623
State LicensuresDivision-2-
 State-17901964
Industry CertificationDivision-51167
 State-100544109590
Workplace ReadinessDivision-61270
 State-3077542313
Total Credentials EarnedDivision-114437
 State-137248157490
Students Earning One or More CredentialsDivision-101386
 State-109089126113
CTE CompletersDivision-3837
 State-4240440516
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
Subgroup2015-20162016-20172017-2018
All Students92.9191.6291.59
Female92.9791.7791.71
Male92.8491.4891.48
American Indian88.877.9999.16
Asian95.4693.2894.55
Black92.8191.5791.55
Hispanic94.4692.5293.07
Native Hawaiian90.0488.6390.27
White93.1492.3690.17
Two or more races92.9488.6589.15
Students with Disabilities91.2590.3389.64
Economically Disadvantaged92.1490.8791.02
English Learners94.8693.2394
Foster Care93.7995.33
Military Connected94.294.0794.45
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

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

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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
2015-201645%47%2%6%
2016-201747%45%2%6%
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
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