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General school information

Division: Poquoson City Public Schools
Address: 500 City Hall Ave Room 219 Poquoson, VA 23662
Superintendent: Dr. Jennifer B. Parish
Region: 2
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 Schools4
Fully Accredited4

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 StudentsDivision949189
 Virginia858687
FemaleDivision979688
 Virginia898990
MaleDivision928791
 Virginia828384
American IndianDivision100100
 Virginia848481
AsianDivision100<100
 Virginia909293
BlackDivision<100<
 Virginia797981
HispanicDivision100100<
 Virginia767675
WhiteDivision959290
 Virginia899091
Two or more racesDivision<100<
 Virginia888989
Students with DisabilitiesDivision765660
 Virginia535354
Economically DisadvantagedDivision886774
 Virginia757578
Gap Group 2Division<100<
 Virginia797981
Gap Group 3Division100100<
 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 Students2190681022916992591669
Female269165925936872892648
Male178871121888701222896811
American Indian<<<<<<<<<<<<
Asian21927182110079032100680
Black337542251380672040905010
Hispanic179779321917192296744
Native Hawaiian<<<<<<<<<<<<
White22906810229169924906610
Two or more races12847216118271183296644
Students with Disabilities96354371162513813544246
Economically Disadvantaged157762231278652214816719
English Learners<<<<<100<0<100<0
Grade 3 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students26916591886681430865714
Female29946562087671332845216
Male238865121686701427886112
American Indian<<<<<100<0<<<<
Asian<100<0<100<0<100<0
Black<<<<<100<0
White24916791986671430865614
Two or more races<100<0<<<<<100<0
Students with Disabilities5605540215837421523877
Economically Disadvantaged227452261279672129835417
Grade 4 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students28896111258763132591669
Female3892548299061102492688
Male198666142185641525906510
Asian<100<0<100<0<100<0
Hispanic<100<0<<<<<100<0
White288759132589631124906610
Two or more races<100<0<100<0<100<0
Students with Disabilities226139391347335324714829
Economically Disadvantaged127362272072522814867214
Grade 5 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students399557536915593392598
Female499749341965543294616
Male2994656328856133391579
Asian<100<0<100<0<100<0
Black<100<0<<<<
Hispanic<100<0<100<0<<<<
White399557537925583293617
Two or more races<100<0<<<<<100<0
Students with Disabilities675692527734527-626238
Economically Disadvantaged38965842172522826744926
English Learners<100<0<100<0
Grade 6 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students25866114299263828896111
Female279164936966043694586
Male248258182388651221846316
Asian<100<0<100<0<100<0
Black<100<0<100<0<100<0
Hispanic<<<<<100<0<100<0
Native Hawaiian<<<<<100<0
White26876113299262828886012
Two or more races<100<0<100<0<<<<
Students with Disabilities5403560457524330653535
Economically Disadvantaged117766231185741511705930
Grade 7 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students149379721917092793667
Female229472628926483395625
Male591869159074102191709
American Indian<100<0<<<<
Asian<<<<<100<0<100<0
Black<100<0<100<0<100<0
Hispanic<100<0<100<0<100<0
White149379722927082793667
Two or more races<100<0<<<<<100<0
Students with Disabilities-8181195625738-606040
Economically Disadvantaged8797121138168196888113
English Learners<<<<<100<0
Grade 8 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students117765231989691120886812
Female1075642524926882291689
Male127866221486711417856815
Asian<<<<<100<0<100<0
Black<<<<<100<0<100<0
Hispanic<100<0<100<0<100<0
Native Hawaiian<100<0<100<0<<<<
White127765231987681319886812
Two or more races<<<<<100<0<100<0
Students with Disabilities11372663671652910352565
Economically Disadvantaged748415257065303777323
EOC English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students11978637968941197863
Female11968544989321196854
Male11998819948561098872
American Indian<100<0<100<0<100<0
Asian<100<0-1001000<100<0
Hispanic<100<0<100<0<100<0
White10988827978931197863
Students with Disabilities13887513-64643610504050
Economically Disadvantaged48985114827918595905
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 Students278558152688621231895711
Female3085551532956253491579
Male258560152082621828865814
American Indian<100<0<<<<<100<0
Asian389254857100430<100<0
Black<<<<<<<<<100<0
Hispanic30906010<<<<<100<0
Native Hawaiian<100<0<100<0<<<<
White278558152589641131895711
Two or more races<<<<<100<0<100<0
Students with Disabilities857494355045506423658
Economically Disadvantaged17634637775672518715329
English Learners<100<0<100<0<<<<
Grade 8 Writing Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students247652242983541729835417
Female29784922369256835865114
Male207555252475512523815719
Asian<<<<<100<0<100<0
Black<<<<<<<<<100<0
Hispanic<<<<<<<<<100<0
Native Hawaiian<100<0<100<0<<<<
White247753232884561629835517
Two or more races<<<<<100<0<100<0
Students with Disabilities1137266364135595332967
Economically Disadvantaged193719631367543319634438
EOC Writing Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students309262823926983494616
Female329260830976733497633
Male2992648178871123492588
American Indian<100<0<100<0<100<0
Asian<100<050100500<100<0
Black<100<0<<<<<100<0
Hispanic<100<0<100<0<100<0
White299162922927083494606
Students with Disabilities669633145752438585042
Economically Disadvantaged15897411381771917836517
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 Students198768132085651517856815
Female198869122089681118866914
Male198566152082621816846816
American Indian<100<0<<<<<<<<
Asian3090601037976032897693
Black57065301975562521866414
Hispanic1387741316917593888413
Native Hawaiian<<<<<<<<<<<<
White208767132085651517856815
Two or more races-8686141675592526835717
Students with Disabilities95042501054444610564644
Economically Disadvantaged137562251373602712756225
English Learners<<<<<100<02791649
Grade 3 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students278962112887591327876013
Female208666142884571623856215
Male33925982890621031885712
American Indian<100<0<100<0<100<0
Asian<100<0<<<<<100<0
Black<<<<<<<<
White299061102887591327865914
Two or more races<100<0<<<<<100<0
Students with Disabilities15655035216342378544646
Economically Disadvantaged328250181579642114776323
Grade 4 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students208464163389551125906510
Female22866514308858122593687
Male198263183689531125886313
Asian<100<0<100<0<100<0
Hispanic<<<<<<<<<100<0
White188566153189571126896311
Two or more races<<<<<100<0<100<0
Students with Disabilities22391761753474714574343
Economically Disadvantaged86558352773462719836417
Grade 5 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students389255843914793493597
Female379557549964743292608
Male38905210398648143695595
Asian<100<0<100<0<100<0
Black<100<0<<<<
Hispanic<100<0<<<<<100<0
White399253844924783394616
Two or more races<100<0<<<<<<<<
Students with Disabilities7534747235532455676233
Economically Disadvantaged23926982179592134865114
English Learners<100<0<100<0
Grade 6 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students17887112169377716877113
Female20907010149783317887012
Male148672141888701215877213
Asian<<<<<100<0<100<0
Black<100<0<100<0<100<0
Hispanic<<<<<100<0<<<<
Native Hawaiian<<<<<100<0
White17887112179275816877113
Two or more races<100<0<100<0<<<<
Students with Disabilities8564844470653025704530
Economically Disadvantaged10736327118574153848116
English Learners<<<<<100<0<100<0
Grade 7 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students1584691667266282716829
Female1987691368074203777423
Male1181701966659341656335
American Indian<100<0<<<<
Asian<100<0<100<0<100<0
Black<100<0<100<0<100<0
Hispanic<100<0<100<0<<<<
White1583681767267283696631
Students with Disabilities-6464365322668-404060
Economically Disadvantaged67671244545046-666634
English Learners<100<0<<<<
Grade 8 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students157554336360372706830
Female-63633746864323716829
Male250485026057402706830
Asian<<<<<100<0<100<0
Black<<<<<<<<<100<0
Hispanic<100<0<100<0<100<0
White157564316160393686632
Two or more races<<<<<100<0
Students with Disabilities5262174134027606282272
Economically Disadvantaged-404060-535347-585842
English Learners<<<<<100<0<100<0
Algebra I Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students389861178376175878213
Female49389798879126878113
Male286841447873225878213
American Indian<100<0<100<0
Asian<<<<<100<0<100<0
Black<100<0<100<0<100<0
Hispanic<100<0<<<<<100<0
White389861178276186878213
Two or more races<100<0<<<<<<<<
Students with Disabilities-434357-585842-555545
Economically Disadvantaged383801757570255716729
Geometry Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students23856315128472167807320
Female23856215128674148817319
Male23866314138370175787322
American Indian<100<0<100<0
Asian<100<0<100<0<<<<
Black<<<<<<<<
Hispanic<<<<<<<<<<<<
Native Hawaiian<100<0
White24866214128471166817519
Two or more races<<<<<100<0<<<<
Students with Disabilities-404060<<<<<<<<
Economically Disadvantaged1569543155550455524848
Algebra II Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students239875226956952995655
Female189779323997613295635
Male289971129936372795685
American Indian<100<0<100<0<100<0
Asian<100<0<100<0<100<0
Hispanic<100<0<100<0<100<0
White249874227956852894666
Two or more races<100<0<100<0
Students with Disabilities<100<0-808020<100<0
Economically Disadvantaged101009001910081025755025
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 Students209272821927182293717
Female179175919927382092728
Male239269823927082594696
American Indian<100<0<100<0<100<0
Asian2196754328655142995675
Black18826418<<<<<<<<
Hispanic2595705249268810100900
Native Hawaiian<100<0<100<0<<<<
White209272821927182293717
Two or more races10100900171008303295635
Students with Disabilities159584197364275716629
Economically Disadvantaged10857615883761714836917
English Learners<<<<<<<<<<<<
Grade 5 Science Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students32926083490571035905510
Female3193637369458631885812
Male3391589318755134092528
Asian<100<0<100<0<100<0
Black<100<0<<<<
Hispanic<100<0<<<<<100<0
White31926083490561035905510
Two or more races<100<0<100<0<100<0
Students with Disabilities6756925137057305716729
Economically Disadvantaged2492688771642928754725
English Learners<100<0<100<0
Grade 8 Science Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students16867014159076102091709
Female14847016149177917897211
Male19886912169074102392698
Asian<<<<<100<0<<<<
Black<<<<<100<0<100<0
Hispanic<<<<<100<0<100<0
Native Hawaiian<100<0<100<0<<<<
White15867114138976112191709
Two or more races<100<0<100<0<100<0
Students with Disabilities-474753127665245625738
Economically Disadvantaged4817819-7979219786922
English Learners<<<<<100<0<<<<
Biology Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students289365727987021994756
Female249268822977632093737
Male329361733986521896784
American Indian<100<0<100<0
Asian<100<0<100<0<100<0
Black<<<<<100<0<<<<
Hispanic<100<0<100<0<100<0
White299264827977131994756
Two or more races<100<0<100<0<100<0
Students with Disabilities-474753-606040-676733
Economically Disadvantaged977692311948365908510
Chemistry Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students149885217947762598722
Female89890216937772198782
Male199879218957752997683
Asian20100800<<<<<100<0
Black<100<0<100<0<100<0
Hispanic<100<0<100<0<100<0
White139885217957752597723
Two or more races<100<0<100<0<100<0
Students with Disabilities<100<0<100<0<100<0
Economically Disadvantaged1010090014937971393807
Earth Science Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students69488678780131095855
Female3949064817719794876
Male99486610928281295825
American Indian<100<0<100<0
Asian<100<0<<<<<100<0
Black<100<0<<<<
Hispanic<100<0<<<<<100<0
White79387788981111095855
Two or more races<100<0<100<0<<<<
Students with Disabilities-656535-7272287867914
Economically Disadvantaged488841248783136898311
English Learners<100<0<<<<
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

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 Students349560536955953693577
Female319464630936373292608
Male379558541965544094546
American Indian<100<0<100<0<100<0
Asian3696604481005203994566
Black<<<<38693131<<<<
Hispanic5796394329563536100640
Native Hawaiian<100<0<100<0<<<<
White349561536955953693577
Two or more races89283833936073894566
Students with Disabilities86961311278672210675733
Economically Disadvantaged188163191887691321896811
English Learners<<<<<<<<<<<<
VA & US History Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students359863233986524496524
Female259772324987424194546
Male449955140985824797513
American Indian<100<0<100<0<100<0
Asian<100<060100400<100<0
Black<100<0<100<0
Hispanic<100<0<100<0<100<0
Native Hawaiian<100<0
White359863232986724596504
Two or more races<<<<<<<<
Students with Disabilities98778136827618<<<<
Economically Disadvantaged1588731219927383394616
World History I Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students<100<0<<<<
Male<100<0<<<<
White<100<0<<<<
World History II Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students239975140995913891539
Female1399861319867226886212
Male3399661481005205094446
American Indian<100<0<100<0
Asian<100<0<100<0<100<0
Black<100<0<100<0<<<<
Hispanic<100<0<<<<<100<0
White2498742421005803591559
Two or more races<100<0<100<0
Students with Disabilities<<<<<100<0<<<<
Economically Disadvantaged201008001510085027876013
English Learners<100<0
Geography Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students329665430926281993737
Female2897703258661141591779
Male359661435986322494706
American Indian<100<0<100<0
Asian<100<0<100<0<100<0
Black<100<0<<<<
Hispanic<<<<<100<0<100<0
White319766329926382093737
Students with Disabilities-737327-6767336756925
Economically Disadvantaged14867214177963219787022
Civics & Econ Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students3290581027936573293617
Female2887591324936973295635
Male369357731936273391599
Asian<<<<<100<0<100<0
Black<<<<<100<0<100<0
Hispanic<100<0<100<0<100<0
Native Hawaiian<100<0<100<0<<<<
White339158927926583393607
Two or more races<100<0<100<0<100<0
Students with Disabilities-444456-939376615639
Economically Disadvantaged1269583158580156888113
English Learners<<<<
VA Studies Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students4889411154923885193427
Female619231849914395192418
Male3686501459933475194436
Asian<100<0<100<0<<<<
Hispanic<100<0<100<0<100<0
Native Hawaiian<100<0<100<0
White4788411254933975093427
Two or more races<100<0<100<0<100<0
Students with Disabilities134733533664293616685332
Economically Disadvantaged28684032328452163394616
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: >95 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-kindergarten161719
Kindergarten12399129
Grade 1137137111
Grade 2142150148
Grade 3130155159
Grade 4155141151
Grade 5146158150
Grade 6168167174
Grade 7148175164
Grade 8179160174
Grade 9180187171
Grade 10199175174
Grade 11204200162
Grade 12184198191
Total Students2,1112,1192,077
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 Students211121192077
Female100210171014
Male110911021063
American Indian101311
Asian525247
Black222720
Hispanic535049
Native Hawaiian1099
White192919241900
Two or more races354441
Students with Disabilities235237226
Not Students with Disabilities187618821851
Economically Disadvantaged363380379
Not Economically Disadvantaged174817391698
English Learners141816
Not English Learners209721012061
Homeless181729
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 StudentsDivision133460145
State4978334418270994955151976
FemaleDivision67160023
State27214151969363301886684
MaleDivision66300122
State2256919222177361936291292
American IndianDivision<<<<0<
State123127114274
AsianDivision910010
State45731128821711653
BlackDivision<<<<0<
State79241059610702191502852
HispanicDivision<<<<0<
State47504926291891963260
WhiteDivision118400135
State299881610411585771729709
Two or more racesDivision<<<<0<
State23631474934317495
Students with DisabilitiesDivision3130110
State1022603127091331175105
Economically DisadvantagedDivision14110011
State959415818159442726451138
English LearnersDivision<<<<0<
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 Students18917994.718095.242.1
Female888394.38394.322.3
Male1019695979622
American Indian0<100<10000
Asian111090.91090.919.1
Black0<100<10000
Hispanic0<100<10000
White16715894.615995.231.8
Two or more races0<100<10000
Students with Disabilities181688.91794.415.6
Economically Disadvantaged272592.62592.613.7
English Learners0<100<10000
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 Taken169 / 22.03%151 / 19.87%136 / 19.48%
Advanced Placement Course Enrollment186 / 24.25%151 / 19.87%156 / 22.35%
Dual Enrollment27 / 3.52%18 / 2.37%14 / 2.01%
Governor’s School Enrollment11 / 1.43%12 / 1.58%15 / 2.15%
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 StudentsDivision18013724
State800255758028
FemaleDivision948114
State404623112723
MaleDivision865635
State395632645333
AsianDivision0<100
State5267459213
BlackDivision0<100
State171671128234
HispanicDivision0<100
State8077522135
WhiteDivision16912824
State457593374926
Two or more racesDivision0<100
State3387249826
Students with DisabilitiesDivision0<100
State5663303146
Economically DisadvantagedDivision0<100
State224061294742
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 AssessmentsDivision282425
 State397141393623
State LicensuresDivision46-
 State167317901964
Industry CertificationDivision278228145
 State89541100544109590
Workplace ReadinessDivision509282
 State336653077542313
Total Credentials EarnedDivision360350252
 State128850137248157490
Students Earning One or More CredentialsDivision308287202
 State104867109089126113
CTE CompletersDivision9587114
 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 Students16431125883%
2014-2015
Number of Test TakersNumber of Tests TakenNumber of Tests with Qualifying ScoresPercentage of Tests Passed
All Students17032424274.7%
2015-2016
Number of Test TakersNumber of Tests TakenNumber of Tests with Qualifying ScoresPercentage of Tests Passed
All Students15130124280.4%
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
69.267.868.2

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
2013-20144,336.004,757.00418.00
2014-20154,705.004,908.00452.00
2015-20165,028.005,015.00467.00

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 Students2103611617206170221320447230271989932535
Female98934599734410497635191397144821
Male11142711810882612910683711141018491714
American Indian10100120001120010110
Asian54000542005610049200
Black20000241102710023000
Hispanic52001521005300048313
Native Hawaiian120009100100000000
White1920601514187564211218456728241812842329
Two or more races35012351014212338303
Students with Disabilities22113142251134222154220818510
Economically Disadvantaged29423373291812430625116339361116
English Learners13000140011820019100
Homeless23300211101921022410
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 Students96.3296.2595.48
Female96.2196.1495.21
Male96.4296.3595.74
American Indian95.2794.6493.32
Asian97.7398.2997.59
Black96.4797.196.27
Hispanic96.5296.8596.26
Native Hawaiian94.8196.9294.4
White96.396.2295.43
Two or more races95.9794.3695.07
Students with Disabilities95.7295.1994.46
Economically Disadvantaged94.9594.6993.4
English Learners97.8497.6297.39
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 Offenses16
Technology Offenses<
Offenses Against Student24
Offenses Against Staff<
Weapons Offenses<
Property Offenses<
All Other Offenses<
Other Offenses Against Persons34
Disorderly or Disruptive Behavior Offenses21
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 Indian0.4771.540.6187.690.5343.57
Asian2.4822.4732.2843.57
Black1.051.2840.972
Hispanic2.532.3782.381
Native Hawaiian0.4771.540.4280.4371.19
White92.07690.7791.48883.0892.32386.9
Two or more races1.6716.152.0929.231.9924.76
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 Indian0.4770.6180.534
Asian2.4822.4732.284
Black1.051.28412.50.972
Hispanic2.532.3782.381
Native Hawaiian0.4770.4280.437
White92.0767591.48887.592.323100
Two or more races1.671252.0921.992
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 Indian0.4770.6180.534
Asian2.4822.4732.284
Black1.051.2840.972
Hispanic2.532.3782.381
Native Hawaiian0.4770.4280.437
White92.07691.48892.323
Two or more races1.6712.0921.992
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 Students18.5714.9416.33
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 Students21.922.6120.54
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 Students71.4373.2565.48
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Teacher Quality

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Student-Teacher Ratio

2015-2016 Grades K-7 Student Teacher Ratio: 14.09 : 1

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

2015-2016 Grades 8-12 Student Teacher Ratio: 11.78 : 1

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

Provisionally Licensed Teachers

Provisionally Licensed Teachers
 2015-20162016-2017
Provisional Special Education2%1%
Provisional5%4%
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

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

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

Percentage of Core Academic Classes Taught by Teachers Not Meeting the Federal Definition of Highly Qualified
 2014-20152015-20162016-2017
Division
All Schools---
High Poverty---
Low Poverty---
State
All Schools100%1%1%
High Poverty100%2%2%
Low Poverty100%1%1%
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

This table provides data on the percentage of classes not taught by teachers meeting the federal definition of highly qualified.

Federal education law defines a highly qualified teacher as a teacher who is fully licensed by the state, has at least a bachelor’s degree, has demonstrated competency in each subject taught, and is teaching in his or her area of endorsement.

Virginia’s licensure regulations – which emphasize content knowledge as well as pedagogy – require new teachers to far exceed the federal highly qualified standard.

Teacher Educational Attainment

Teacher Educational Attainment: 2016-2017

The Virginia Department of Education reports annually on the percentage of teachers with bachelor’s, master’s, or doctorate degrees in schools, school divisions, and the state by highest degree earned.

Teacher Educational Attainment
 Bachelor's DegreeMaster's DegreeDoctoral DegreeOther
2014-201539%60%1%0%
2015-201641%56%1%2%
2016-201740%57%1%2%
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
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