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General school information

Division: Pittsylvania County Public Schools
Address: 39 Bank St SE Chatham, VA 24531
Superintendent: Dr. Mark R. Jones
Region: 6
Division Website (opens new window)
Schools in this Division (opens new window)

Map results may not reflect school division or attendance zone boundaries.

Performance Snapshot

Accountability

Accountability

Assessments

Assessments

Enrollment

Enrollment

College & Career Readiness

College & Career Readiness

Finance

School Finance

Learning Climate

Learning Climate

Teacher Quality

Teacher Quality


Accountability

Accreditation Status

Accreditation ratings are based on the achievement of students on statewide tests taken during the previous academic year, or on achievement during the three most recent academic years. In determining the accreditation rating of a school, adjustments are made to reward schools for the successful remediation of previously failing students. Allowances also are made for certain transfer students and certain English language learners. The benchmark adjusted pass rates for a school to be rated as Fully Accredited are as follows:

  • English 75 percent
  • Mathematics 70 percent
  • Science 70 percent
  • History/Social Science 70 percent

Ratings for high schools also reflect the success of efforts to increase completion and graduation. To be rated as Fully Accredited, a high school must have a Graduation and Completion Index of at least 85 percent. The Graduation and Completion Index awards full credit for students who earn diplomas, and partial credit for high school equivalencies.

In addition, effective with the 2016-2017 school year, schools that meet all requirements for full accreditation for three consecutive years are automatically rated as Fully Accredited for a fourth year.

Total Number of Schools18
Fully Accredited18

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 StudentsDivision868890
 Virginia858687
FemaleDivision899193
 Virginia898990
MaleDivision838588
 Virginia828384
AsianDivision<<100
 Virginia909293
BlackDivision848486
 Virginia797981
HispanicDivision9410079
 Virginia767675
WhiteDivision868992
 Virginia899091
Two or more racesDivision100100<
 Virginia888989
Students with DisabilitiesDivision596063
 Virginia535354
Economically DisadvantagedDivision788385
 Virginia757578
English LearnersDivision8583
 Virginia676762
Gap Group 2Division848486
 Virginia797981
Gap Group 3Division9410079
 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 Students147966211582671816826618
Female158268181785681518856715
Male137664241480662014796521
American Indian2791649<<<<<100<0
Asian35855015329564524906710
Black8686032873652710756525
Hispanic117766231085741513786522
Native Hawaiian<100<0<100<0<100<0
White158368171885681518856715
Two or more races127967211382691819826318
Students with Disabilities840316084638549453655
Economically Disadvantaged107262281077662312776523
English Learners10675733878702215715629
Grade 3 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students167761232284621621815919
Female168065202485611523866314
Male177458262082621819755625
Asian<<<<<100<0<100<0
Black116453361176652412715929
Hispanic16735727189173915857115
Native Hawaiian<100<0<100<0
White188264182686601424835917
Two or more races98273182482591833814819
Students with Disabilities11392861955464510544446
Economically Disadvantaged107262281578632215786322
English Learners147157291288761219816219
Grade 4 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students187860222384611621846316
Female208060202586611423846116
Male177760232182611820856515
Asian<100<0<100<0<100<0
Black14665234873662712766424
Hispanic9776923138269184787422
White208262183087571324876313
Two or more races17675033885771535855015
Students with Disabilities114231581053434710483852
Economically Disadvantaged137158291680632017806320
English Learners10766724786791415756025
Grade 5 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students227654242382591824856115
Female257954212483591725886312
Male197354272281591922815919
American Indian<<<<<100<0
Asian<100<0<100<0<<<<
Black146450361564493615796321
Hispanic138371171687711322785622
White247954212587621327876013
Two or more races877692320735327-92928
Students with Disabilities8352765848405211493851
Economically Disadvantaged187052301475612518806220
English Learners198869132080602026815519
Grade 6 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students128168191478642217786122
Female118372171782651818846616
Male137764231274622616735627
Asian<100<0<100<0<<<<
Black8746626127158299685932
Hispanic4676333-83831713776523
White148369171580652020826118
Two or more races188871121486711414715729
Students with Disabilities8362764133825628362864
Economically Disadvantaged7706330973632714735927
English Learners-272773<<<<16634737
Grade 7 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students137664241485711514836917
Female178164191486721419866714
Male107363271484701610807020
American Indian<100<0<100<0<100<0
Asian<<<<<100<0<100<0
Black86557351077672311776623
Hispanic2791649881731912705830
White147966211688721215857015
Two or more races12766524109586518735527
Students with Disabilities5322868104333578473953
Economically Disadvantaged12715929878702211796821
English Learners<<<<<<<<5635837
Grade 8 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students8787022775682512766524
Female9837417779732113786522
Male6736627771642910756525
American Indian<100<0<100<0<100<0
Asian<100<0<<<<<100<0
Black460564026360375686332
Hispanic46562351476622410726228
White9837417879712114796521
Two or more races-737327-64643618826418
Students with Disabilities1137266373628649312169
Economically Disadvantaged470653046964315676133
English Learners<<<<<<<<7534747
EOC English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students789821169084105898411
Female6898311793877791849
Male788811268882133878513
Asian<<<<<100<0<100<0
Black181801948682144848016
Hispanic7100930-959558837517
White891829792848591869
Two or more races<100<0<<<<-92928
Students with Disabilities5575243-5454464494551
Economically Disadvantaged482771848682143848216
English Learners<<<<<<<<-606040
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 Students147966211376632420826218
Female178769131682661826866114
Male117362271171602915786422
American Indian<<<<<100<0<100<0
Asian<<<<<<<<<100<0
Black5676233768623210756525
Hispanic97465261984651620785822
White178467161579632124856115
Two or more races198869131473592721886712
Students with Disabilities841345994132599493951
Economically Disadvantaged97161291068583213756325
English Learners-434357-6464364605640
Grade 8 Writing Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students117463261165533522765524
Female168468161573582727825418
Male8665834957494315715529
American Indian<<<<<100<0<100<0
Asian<100<0<<<<<100<0
Black2595741553484711665534
Hispanic116454361868503215816519
White147965211369563126795321
Two or more races188264182060404014867314
Students with Disabilities436336483123696373163
Economically Disadvantaged8665834955464513695631
English Learners<<<<<<<<8696231
EOC Writing Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students168468161587721319886912
Female1989701118937572491679
Male147966211283701714857115
Asian<<<<<100<0<100<0
Black6726628881731910837417
Hispanic7938771910081025755025
White208868121789711122906810
Two or more races<100<0<100<03691559
Students with Disabilities114535551050415012584642
Economically Disadvantaged117766231184721612837017
English Learners<<<<<100<0-505050
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Math

Math Performance: All Students

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

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

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

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

Overall Student Performance: Math Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students168266181785691514847016
Female158569151687711313867214
Male168063201883661715826718
American Indian2567423310908010<<<<
Asian411005903810062023100770
Black875672597869228787022
Hispanic218766131785681513847016
Native Hawaiian<100<0<<<<<100<0
White188466161987681316856915
Two or more races188163191684691616877113
Students with Disabilities9483952105242488524448
Economically Disadvantaged127866221280682010797021
English Learners168568151484701614826818
Grade 3 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students258358171783651716826618
Female258358171582671813857215
Male268458162083631719806020
Asian<100<0<100<0<100<0
Black1876582467468264767224
Hispanic3286541499687412857415
Native Hawaiian<100<0<100<0
White278558152184631620846416
Two or more races27916492482591819816219
Students with Disabilities20533347845385513513949
Economically Disadvantaged208161191177662311796821
English Learners29896111111008908817319
Grade 4 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students298656143188571224876313
Female268660142990611023876413
Male338553153386531425876213
Asian<100<0<100<0<100<0
Black167661242781541913816819
Hispanic29835417308353189867714
White338956113390581027886112
Two or more races157762232583581737895311
Students with Disabilities13554245125341478514249
Economically Disadvantaged228058202885571519836417
English Learners298152192986571415907510
Grade 5 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students237956213186541424896511
Female248359173087571325896511
Male227653243284521623886512
American Indian<100<0<100<0
Asian<100<0<100<0<100<0
Black137057301771542914847016
Hispanic22917092390671032835117
White278255183689541126906410
Two or more races17675033218664142592678
Students with Disabilities63429661250385011473653
Economically Disadvantaged167357272281592019866714
English Learners19947562087671329875813
Grade 6 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students19917291785681515887212
Female1793767168973111591769
Male218968111881641916856915
Asian<100<0<100<0<100<0
Black6938771079692112816919
Hispanic15856915208868121691759
White22916991886681416897311
Two or more races37895311147964211493797
Students with Disabilities55953411551374912675533
Economically Disadvantaged128775131380672010847416
English Learners-828218-70703026845816
Grade 7 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students631266944541555474253
Female-37376354742536544846
Male927187344340575423758
Black-323268742355813513849
Hispanic<<<<10504050-434357
White830227034441562474453
Two or more races<<<<<<<<<<<<
Students with Disabilities132310781225147512311969
Economically Disadvantaged632266843934616484252
English Learners<<<<<<<<<<<<
Grade 8 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students97162291176652410756525
Female8766724107969219807120
Male96657341173622711705930
American Indian<<<<<100<0<100<0
Asian<100<0<100<0<100<0
Black759524126361374666234
Hispanic23836017116858329857615
White97465261380672012776423
Two or more races10706030188264188857715
Students with Disabilities833256784032606423558
Economically Disadvantaged764573666862326696331
English Learners<<<<<<<<5858015
Algebra I Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students584791638986119867714
Female690841039289811907810
Male478742238683148837517
American Indian<<<<<100<0<<<<
Asian<100<0<100<0<100<0
Black17776231939273858215
Hispanic-100100048581151495825
White6857915488841211867514
Two or more races-1001000-8585155868214
Students with Disabilities25856421696831-565644
Economically Disadvantaged183821728886123838017
English Learners-92928<100<0892838
Geometry Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students68579159938476878113
Female78275189968645878213
Male587821310918297867914
Asian<100<0<100<0<100<0
Black278762218988115757025
Hispanic14937977938677797221
White787801312958356908410
Two or more races<<<<<<<<10100900
Students with Disabilities-575743-747426-797921
Economically Disadvantaged38279184928885837817
English Learners<100<0<100<0-606040
Algebra II Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students189274821977531291799
Female1892758219675410887812
Male189173922977531494806
American Indian<<<<
Asian<100<0<100<0<100<0
Black390861014917795898411
Hispanic25100750241007606898311
White219271823977431491779
Two or more races<<<<<100<0<100<0
Students with Disabilities89283818100820-1001000
Economically Disadvantaged109182914958157898211
English Learners<100<0<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 Students138773131587721314867214
Female118876121388741211867414
Male158670141786691417866914
American Indian<100<0<100<0<<<<
Asian271007301910081033100670
Black675702577771236767124
Hispanic128875121489751116796321
White169075101890721017897311
Two or more races248763131587721318846616
Students with Disabilities658524265851428544646
Economically Disadvantaged108171191282701810807020
English Learners5807520977682317735627
Grade 5 Science Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students258460163389561126866114
Female218462162988591221856415
Male288557153689531130875713
American Indian<100<0<100<0
Asian<100<0<100<0<100<0
Black157257281876582414756225
Hispanic21886713319766330885813
White27886112379255829906110
Two or more races3177462327936774292508
Students with Disabilities115948411671552916614539
Economically Disadvantaged208060202685581519826318
English Learners13887513249471632905810
Grade 8 Science Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students88678141082721812867414
Female688811288374178847616
Male98575151182711815877213
American Indian<100<0<100<0<100<0
Asian<100<0<100<0<100<0
Black369663127774234797521
Hispanic474702658682147706330
White9918291284711614887412
Two or more races99182977971211491779
Students with Disabilities454494654641546474153
Economically Disadvantaged581761987870227787222
English Learners<<<<<<<<-404060
Biology Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students78578151086761413847116
Female68781131189781112877513
Male8837517983741714816719
American Indian<100<0<<<<
Asian<100<0<100<0<100<0
Black278762237875223706730
Hispanic99586510857515-787822
White98778131289771116897211
Two or more races<<<<138773138837517
Students with Disabilities150495015756431494751
Economically Disadvantaged578722268376177797221
English Learners<<<<<<<<<<<<
Chemistry Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students11958558938571494806
Female7958859918391293817
Male15958058968841695795
Asian<100<0<100<0<100<0
Black591869496924692868
Hispanic14100860159277821866414
White129684410938371594806
Two or more races<100<0<<<<<100<0
Students with Disabilities<<<<<<<<<<<<
Economically Disadvantaged79386779083101291799
English Learners<100<0<100<0<<<<
Earth Science Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students16877113128774137837617
Female14887412108878125827718
Male18866814158570159847416
Asian<100<0<100<0<100<0
Black573682756964311747326
Hispanic15887312485811517715429
White209272815927789877813
Two or more races3392588179275813604740
Students with Disabilities362593815049501525248
Economically Disadvantaged980712078073203767324
English Learners-828218-646436-505050
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

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 Students268761132889611125886312
Female218666142488641223886512
Male318757133289571127886112
American Indian<100<0<<<<<100<0
Asian55913695610044058893211
Black158166191982641816826618
Hispanic3194636329260821856415
White29895911319160927906310
Two or more races208363172984561635885212
Students with Disabilities106050401063533711645336
Economically Disadvantaged208161192284621619836417
English Learners198869132984551615806420
VA & US History Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students199172921917091891739
Female13907610149076101692758
Male2491689289264819907110
American Indian<100<0<100<0
Asian<<<<<100<0<<<<
Black10867614158671148877913
Hispanic20100800291007102492688
White229270824936972092728
Two or more races<100<0<<<<46100540
Students with Disabilities264623616564352676533
Economically Disadvantaged108474161787701313877413
English Learners<<<<<100<0-838317
World History I Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students128472161485721515836917
Female98576151386741414837017
Male158469161584701615836717
Asian<100<0<100<0<100<0
Black4767224573692710766624
Hispanic991839983741714756125
White148772131689731116867014
Two or more races88577151070603021644336
Students with Disabilities362593865245483585543
Economically Disadvantaged5787322879712111776623
English Learners<<<<<<<<-606040
World History II Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students198565152289681124866214
Female138269181788701220876813
Male25876213279265830855515
Asian<100<0<100<0<<<<
Black12796721787791313756225
Hispanic259469630956555847916
White228765132590651028896111
Two or more races<<<<4591459<<<<
Students with Disabilities5484352-63633711463554
Economically Disadvantaged157964211384721615796421
English Learners<<<<<<<<<<<<
Geography Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students<<<<
Male<<<<
Black<<<<
Students with Disabilities<<<<
Civics & Econ Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students338754133486521424876313
Female308757133286551423876413
Male368852133886491425876213
American Indian<100<0<100<0<100<0
Asian<100<0<100<0<100<0
Black208665142079592115806520
Hispanic50924282983541728865914
White368851124088491226896311
Two or more races25886313291007101891739
Students with Disabilities656504444844524585442
Economically Disadvantaged258257182480572020836317
English Learners<<<<207050308857715
VA Studies Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students4587411347914494391489
Female388749134290481040904910
Male5286341452924084794466
Asian<100<0<100<0<100<0
Black317544254283411731875613
Hispanic4194536479547530875713
White5089401149944464793467
Two or more races31774623316938315694396
Students with Disabilities185335471469563114675333
Economically Disadvantaged368146194089481132895711
English Learners4595505509646440854515
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: 90.02 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-kindergarten308304285
Kindergarten670608625
Grade 1689658594
Grade 2632690662
Grade 3646639697
Grade 4652668640
Grade 5675663685
Grade 6663705682
Grade 7737671724
Grade 8722745691
Grade 9841794811
Grade 10735763731
Grade 11626653667
Grade 12703678688
Total Students9,2999,2399,182
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 Students929992399182
Female451645034476
Male478347364706
American Indian151411
Asian384043
Black214521632120
Hispanic353360387
Native Hawaiian244
White657564716416
Two or more races171187201
Students with Disabilities120511711135
Not Students with Disabilities809480688047
Economically Disadvantaged492749945384
Not Economically Disadvantaged437242453798
English Learners186191209
Not English Learners911390488973
Homeless669
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 StudentsDivision313333232516
State4978334418270994955151976
FemaleDivision162131110233
State27214151969363301886684
MaleDivision151202122283
State2256919222177361936291292
American IndianDivision<<<<0<
State123127114274
AsianDivision<<<<<<
State45731128821711653
BlackDivision7094130124
State79241059610702191502852
HispanicDivision1170100
State47504926291891963260
WhiteDivision227225101382
State299881610411585771729709
Two or more racesDivision<<<<0<
State23631474934317495
Students with DisabilitiesDivision463230170
State1022603127091331175105
Economically DisadvantagedDivision112186142345
State959415818159442726451138
English LearnersDivision<<<<<<
State1518329526534162683
HomelessDivision<<<<0<
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 Students72866991.967192.2517
Female33030492.130492.1237
Male39836591.736792.2287
American Indian0<100<10000
Asian0<<<<<<
Black19317791.717791.7126.2
Hispanic191894.71910000
White50346291.846392387.6
Two or more races0<100<10000
Students with Disabilities1079084.19084.11715.9
Economically Disadvantaged35331288.431489349.6
English Learners0<<<<<<
Homeless0<100<10000
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 Taken253 / 8.71%153 / 5.3%85 / 2.93%
Advanced Placement Course Enrollment251 / 8.64%275 / 9.52%326 / 11.25%
Dual Enrollment798 / 27.47%761 / 26.35%882 / 30.45%
Governor’s School Enrollment53 / 1.82%53 / 1.84%52 / 1.79%
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 StudentsDivision63942933
State800255758028
FemaleDivision31222827
State404623112723
MaleDivision32720139
State395632645333
BlackDivision1468939
State171671128234
HispanicDivision181233
State8077522135
WhiteDivision47032431
State457593374926
Two or more racesDivision0<100
State3387249826
Students with DisabilitiesDivision542063
State5663303146
Economically DisadvantagedDivision25214144
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 AssessmentsDivision291159171
 State397141393623
State LicensuresDivision272627
 State167317901964
Industry CertificationDivision96811741176
 State89541100544109590
Workplace ReadinessDivision132112129
 State336653077542313
Total Credentials EarnedDivision141814711503
 State128850137248157490
Students Earning One or More CredentialsDivision103610221061
 State104867109089126113
CTE CompletersDivision578563529
 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 Students29348023348.5%
2014-2015
Number of Test TakersNumber of Tests TakenNumber of Tests with Qualifying ScoresPercentage of Tests Passed
All Students28548724650.5%
2015-2016
Number of Test TakersNumber of Tests TakenNumber of Tests with Qualifying ScoresPercentage of Tests Passed
All Students26145021547.8%
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

School Finance

Percentage of Expenditures

Division Expenditures

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

  • Smaller school divisions may have similar administrative and support costs as larger divisions but these non-instructional costs are spread over a smaller expenditure base.
  • Geographically large but sparsely populated school divisions may have higher per-pupil transportation costs because of travel distances and mountainous topography.
  • Divisions with large populations of at-risk or special needs students must provide support services that are required or that raise student achievement.
School Division - Percentage of Expenditures
 2013-20142014-20152015-2016
Percentage of fiscal year division
operating expenditures for instructional costs
68.467.668

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
2013-20142,033.006,040.00823.00
2014-20152,102.006,313.00895.00
2015-20162,012.006,381.00879.00

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 Students8301693244258837861227827683035672503218113672279326
Female4021348127115413127710812741032581011504002337122144
Male4280345117143424733517014942003091491714111335157182
American Indian1130013210102018400
Asian36300380124420042201
Black20151596056197112470671987112618519581255883
Hispanic3201983344138635016121435224119
Native Hawaiian0000000000000000
White5761492174194585845119619757414191702195574500203223
Two or more races15617251512224168167217517710
Students with Disabilities10521255668105410760681030103547610071065560
Economically Disadvantaged4338504204198441145621620644844172002604644504214279
English Learners1911512178117420013852341778
Homeless13002820315034162110
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Attendance Rate

Attendance Rate: All Students

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

Attendance Rate
Subgroup2014-20152015-20162016-2017
All Students95.195.1394.85
Female95.2195.2994.89
Male9594.9794.8
American Indian94.7592.293.44
Asian96.8197.1497.35
Black95.7195.6395.56
Hispanic96.2695.8295.24
Native Hawaiian96.9398.0896.45
White94.8494.994.58
Two or more races94.8695.5294.79
Students with Disabilities93.8493.793.74
Economically Disadvantaged94.2694.2394.07
English Learners95.9395.8395.21
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 Offenses102
Technology Offenses78
Offenses Against Student72
Offenses Against Staff13
Weapons Offenses23
Property Offenses34
All Other Offenses67
Other Offenses Against Persons279
Disorderly or Disruptive Behavior Offenses1,258
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 Indian0.1610.220.1520.30.120.15
Asian0.4090.4330.230.4680.15
Black23.06734.2623.41238.7423.08936.1
Hispanic3.7962.113.8972.14.2152.23
Native Hawaiian0.0220.0430.0440.08
White70.70761.8870.0456.9169.87658.83
Two or more races1.8391.532.0241.732.1892.46
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 Indian0.1610.1520.12
Asian0.4090.4330.468
Black23.06727.2723.4122523.08950
Hispanic3.7969.093.8974.215
Native Hawaiian0.0220.0430.044
White70.70754.5570.047569.87650
Two or more races1.8399.092.0242.189
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 Indian0.1610.1520.12
Asian0.4090.4330.468
Black23.0674023.41248.3923.08942.42
Hispanic3.7963.8974.2153.03
Native Hawaiian0.0220.0430.044
White70.7076070.0451.6169.87651.52
Two or more races1.8392.0242.1893.03
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Free and Reduced Meal Eligibility

Free and Reduced Meal Eligibility:

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

 

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

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

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

Free and Reduced Meal Eligibility
 2014-20152015-20162016-2017
 PercentagePercentagePercentage
All Students54.155.8154.93
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

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 Students46.5945.4749.66
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 Students81.1179.7680.4
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Teacher Quality

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Student-Teacher Ratio

2015-2016 Grades K-7 Student Teacher Ratio: 11.47 : 1

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

2015-2016 Grades 8-12 Student Teacher Ratio: 15.18 : 1

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

Provisionally Licensed Teachers

Provisionally Licensed Teachers
 2015-20162016-2017
Provisional4%4%
Provisional Special Education1%1%
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

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

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

Percentage of Core Academic Classes Taught by Teachers Not Meeting the Federal Definition of Highly Qualified
 2014-20152015-20162016-2017
Division
All Schools-2%1%
High Poverty-2%-
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
2014-201558%39%0%3%
2015-201659%38%0%3%
2016-201761%36%0%3%
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
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