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General school information

Division: Portsmouth City Public Schools
Address: 801 Crawford St Portsmouth, VA 23704-3822
Superintendent: Dr. Elie Bracy
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 Schools19
Fully Accredited12
Accreditation Denied6
Partially Accredited: Reconstituted School1

Federal Graduation Indicator

Federal Graduation Indicator: All Students

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

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

Federal Graduation Indicator
Student SubgroupType2014-20152015-20162016-2017
All StudentsDivision798183
 Virginia858687
FemaleDivision858789
 Virginia898990
MaleDivision727677
 Virginia828384
American IndianDivision100<<
 Virginia848481
AsianDivision100100100
 Virginia909293
BlackDivision768182
 Virginia797981
HispanicDivision938096
 Virginia767675
Native HawaiianDivision100100
 Virginia899292
WhiteDivision838483
 Virginia899091
Two or more racesDivision808198
 Virginia888989
Students with DisabilitiesDivision434445
 Virginia535354
Economically DisadvantagedDivision798285
 Virginia757578
English LearnersDivision100
 Virginia676762
Gap Group 2Division768182
 Virginia797981
Gap Group 3Division938096
 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 Students972632897061309716229
Female107666241074642611756425
Male868603286759338675933
American Indian67267281374612617786122
Asian16947762181601916887212
Black768613276559357676033
Hispanic148571151379662110776723
Native Hawaiian1787701311958458797121
White158469161684681616846816
Two or more races138370171381691916806520
Students with Disabilities638316273830627373063
Economically Disadvantaged765593576558356645836
English Learners-535347-4545556544946
Grade 3 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students137259281169583111655335
Female147763231170593012675533
Male136855321169583111625138
American Indian<100<0<<<<<<<<
Asian8100920<<<<17836717
Black1166553496353379605140
Hispanic2889611136865324595641
Native Hawaiian<<<<<100<0<<<<
White178366171889701118816219
Two or more races139077101288761214766224
Students with Disabilities134330572154334615453055
Economically Disadvantaged1066563486456366554945
English Learners<<<<<<<<<<<<
Grade 4 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students137057301473582713736127
Female167459261577622313756225
Male116554351368553212726028
American Indian<<<<<100<0<<<<
Asian<<<<2080602020806020
Black106656341268563210685832
Hispanic188466162377542319735427
Native Hawaiian<<<<<100<0<100<0
White248056201783671720876713
Two or more races13726028289163919866714
Students with Disabilities83931611447335310483852
Economically Disadvantaged10635337116857328655735
English Learners<<<<<<<<<<<<
Grade 5 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students107363271471572917765924
Female127664241474602620806020
Male97062301368553214725828
American Indian<100<0<<<<<100<0
Asian20907010<<<<<<<<
Black86759331067573314725728
Hispanic118977112586611418765824
Native Hawaiian<<<<<<<<<100<0
White168771132784571623856215
Two or more races14766224137462262991639
Students with Disabilities9483952940316010423258
Economically Disadvantaged66559351066563412685632
English Learners<<<<<<<<<<<<
Grade 6 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students107564251371582911726128
Female128067201674592612776523
Male86961311067573311685732
American Indian<100<0<100<0<100<0
Asian2090701040804020<<<<
Black870623096657348696131
Hispanic158873121582671815857115
Native Hawaiian<100<0<100<0<<<<
White148268182384601622826118
Two or more races17917491864453617715429
Students with Disabilities539346163832625282372
Economically Disadvantaged769623186657347686132
Grade 7 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students870613057166296676133
Female1075652567772239726328
Male665583536460364625838
American Indian<<<<<100<0<100<0
Asian10100900<<<<<100<0
Black664583636764335615639
Hispanic1489751111817019-777723
Native Hawaiian<100<0<100<0<<<<
White15846816880722013837017
Two or more races14897511138371176777123
Students with Disabilities4282472-2424762272473
Economically Disadvantaged664583647066302626038
English Learners<100<0<<<<<<<<
Grade 8 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students361573955853425605640
Female463593766155395686332
Male358554245551454514849
American Indian<100<0<<<<<100<0
Asian<<<<<<<<20907010
Black256544435147493555245
Hispanic-66663457368279706130
Native Hawaiian<100<0<100<0<100<0
White7766824107968216797221
Two or more races12705830377742313655335
Students with Disabilities3191681-1313874221878
Economically Disadvantaged255524545450462525048
EOC English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students285831538177192868314
Female288861248379173888412
Male282801837876221848216
American Indian<<<<<100<0<<<<
Asian<100<0<100<0<100<0
Black183821727775231858415
Hispanic-90901010847416493897
White69589579082107878013
Two or more races109383739491610100900
Students with Disabilities148475235249481565444
Economically Disadvantaged182811817372271838217
English Learners<<<<<<<<<<<<
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Writing

Writing Performance: All Students

Virginia public school students assessed in writing in grade 8 and once in high school with an end-of-course writing test. Prior to 2014, students also took a writing test in grade 5. Use the drop down menu above the chart to select a specific writing test. Use the menu below the chart to select assessment results for a specific group of students.

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

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

Overall Student Performance: Writing Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students667603376457368696131
Female8726428869613111766424
Male561563955954415625738
American Indian<<<<<<<<<<<<
Asian1592778<<<<3192628
Black563583745955416666034
Hispanic2717029872642811756525
Native Hawaiian<100<0<<<<<100<0
White117968211778612215786322
Two or more races14756125980702015806520
Students with Disabilities529247143430663332967
Economically Disadvantaged561563945551455625838
English Learners<<<<<<<<<<<<
Grade 8 Writing Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students657524365044508574943
Female8635637857494311665534
Male451474944339574464254
American Indian<<<<<<<<<100<0
Asian<<<<<<<<30906010
Black552484834340576534747
Hispanic3737027106756336615639
Native Hawaiian<100<0<<<<<100<0
White87264281571562913655235
Two or more races18654735966573412705830
Students with Disabilities5181382-1414862191781
Economically Disadvantaged451464934036605504550
English Learners<<<<<<<<<<<<
EOC Writing Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students775682587669249817219
Female8797121980712012867314
Male671652977367276767024
American Indian<<<<<<<<<<<<
Asian<100<0<100<0<100<0
Black572672847469266787222
Hispanic-70703067872221793767
White138673141883651717877013
Two or more races1283711710928281994756
Students with Disabilities442385875446465544946
Economically Disadvantaged573682757267285777223
English Learners<<<<<<<<<<<<
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Math

Math Performance: All Students

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

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

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

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

Overall Student Performance: Math Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students10736327117261288716229
Female10766624117564258746626
Male9696031106959319675833
American Indian5716729187355279736427
Asian29926383490561025845916
Black770623086860326676133
Hispanic158268181480662011756325
Native Hawaiian29885813258863137817419
White158064201882641815806520
Two or more races127865221378652211756325
Students with Disabilities742355894233589393061
Economically Disadvantaged767603376760335645936
English Learners47268281063533811655435
Grade 3 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students15735927157459269655635
Female15756025157561257655835
Male147258281673572711655335
American Indian<100<0<<<<<<<<
Asian2791649<<<<33754225
Black12695831127058307625538
Hispanic3592578681751911675633
Native Hawaiian<<<<<100<0<<<<
White208162192686601418775923
Two or more races17806320337946219645536
Students with Disabilities154934512257354313432957
Economically Disadvantaged12675533106960316565044
English Learners10807020<<<<<<<<
Grade 4 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students177558252180592019765724
Female187961212282601816756025
Male177255282077572322775523
American Indian<100<0<100<0<<<<
Asian<100<05010050040905010
Black157358271776592413725928
Hispanic228059203183531715735827
Native Hawaiian<<<<<100<0<100<0
White268356173088581236895311
Two or more races177659242584591632774523
Students with Disabilities143925611753364722573543
Economically Disadvantaged136956311776592411695831
English Learners<<<<<<<<<<<<
Grade 5 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students207655241974552614725828
Female208060201977572316776123
Male207151291971532913685432
American Indian<<<<<100<0<100<0
Asian60100400<100<027825518
Black157156291571562911695831
Hispanic238563153489551121795821
Native Hawaiian<100<0<<<<<100<0
White368953113183521721785722
Two or more races177154291373602823836017
Students with Disabilities11483752144229588362864
Economically Disadvantaged13705630127058309655635
English Learners<100<0<<<<<<<<
Grade 6 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students108070201382691811786822
Female118574151586711411827218
Male97465261279672110756425
American Indian<100<0<100<0<100<0
Asian4510055030100700<100<0
Black8787022107969218766924
Hispanic1483691711948362493687
Native Hawaiian<100<0<100<0<<<<
White118372172389661119836517
Two or more races198869131681661911776623
Students with Disabilities9463854115242489403160
Economically Disadvantaged676702497970217746826
English Learners<100<0<100<0<<<<
Grade 7 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students1353365-2929712161484
Female2424058-3636643201780
Male-282872-2121791141286
Black1313069-2525752151285
Hispanic-696931-333367<<<<
Native Hawaiian<<<<<100<0<100<0
White4454155-444456-262674
Two or more races-414159-282872<<<<
Students with Disabilities5161184-6694611689
Economically Disadvantaged1302970-272773-111189
Grade 8 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students251494915353471525248
Female251484916059401605940
Male2514949-4747531444456
Asian<<<<<<<<<<<<
Black1494851-5050501504950
Hispanic85850428675833-595941
White6615539-6262382636137
Two or more races<<<<-818119-545446
Students with Disabilities220188011918814231977
Economically Disadvantaged2484652-505050-484852
English Learners<100<0<<<<<<<<
Algebra I Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students378752228381171838117
Female382791838783131848316
Male274722618079201818019
American Indian<<<<<<<<<<<<
Asian1891739<100<0<<<<
Black277762318079201808020
Hispanic58984117908310-818119
Native Hawaiian<100<0<100<0<100<0
White5757025393897391889
Two or more races28583151095865391889
Students with Disabilities-515149-646436-606040
Economically Disadvantaged375722528179191787722
English Learners<<<<<100<0<<<<
Geometry Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students175742537169293797621
Female176752437168294807720
Male174732627169292777423
American Indian<100<0<100<0
Asian<100<0<100<0<100<0
Black172712816766331767524
Hispanic-70703027270287797121
Native Hawaiian<100<0<<<<<100<0
White185841598577155847916
Two or more races6857915-82821811897811
Students with Disabilities-626238-404060-515149
Economically Disadvantaged171712926664341757425
Algebra II Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students10898011109080107888012
Female12887612128977117878013
Male6918599918398888012
American Indian<100<0<<<<
Asian<100<0<100<0<100<0
Black990821089082106878113
Hispanic694886109080105817619
White128674141487731310897911
Two or more races16846816149379711897911
Students with Disabilities892858-909010<<<<
Economically Disadvantaged788811288880126898311
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 Students575702577568257756825
Female475702577569257777023
Male674692677467268736627
American Indian9645536<<<<17100830
Asian13917892484601633855315
Black370673057065305726728
Hispanic77871221379662110766624
Native Hawaiian-838317-92928-909010
White119079101388751213867314
Two or more races78174191085761514826818
Students with Disabilities443395734239583363364
Economically Disadvantaged369663166963314696431
English Learners-313169-373763-252575
Grade 5 Science Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students97667241673572713695631
Female87566251573582713705730
Male107767231673572713675533
American Indian<<<<<<<<<100<0
Asian30100700<<<<40804020
Black5696431126957319655535
Hispanic148673142481571921654435
Native Hawaiian<100<0<<<<<100<0
White17927582886581419796022
Two or more races107969211579642126886212
Students with Disabilities959504144137593312869
Economically Disadvantaged5686432126856328585142
English Learners<100<0<<<<<<<<
Grade 8 Science Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students463593746157394645936
Female265623536057404686432
Male562563846257384585442
American Indian<100<0<<<<<100<0
Asian<<<<<<<<27825518
Black259574125452463585542
Hispanic3636037107363289665734
Native Hawaiian<100<0<100<0<<<<
White10786822108171197837617
Two or more races12675533-8585157777023
Students with Disabilities2201880-2222782262374
Economically Disadvantaged157564335754432565444
English Learners<<<<<<<<<<<<
Biology Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students477732348076206797321
Female478742258277186807420
Male375712537875226777123
American Indian<<<<<<<<<100<0
Asian<<<<<100<0<<<<
Black372692827674244777323
Hispanic977692378174193787622
Native Hawaiian<<<<<100<0<100<0
White79285899384712897611
Two or more races9898011386831414685432
Students with Disabilities140396024442563373363
Economically Disadvantaged274722617472263777423
English Learners<<<<<<<<<<<<
Chemistry Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students390871058176195888312
Female189881168074204888412
Male79285848378178898111
American Indian<<<<
Asian<<<<<100<0<100<0
Black189881137875223888512
Hispanic<100<08675833-707030
Native Hawaiian<100<0<100<0<100<0
White119584599282812897711
Two or more races-898911<<<<-909010
Students with Disabilities<100<0<<<<20705030
Economically Disadvantaged19392747975214858015
Earth Science Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students378742248379176858015
Female476722438481166868014
Male380772058277186857915
American Indian<<<<<100<0
Asian<100<0<<<<<100<0
Black273712728078202827918
Hispanic-78782288881121197863
Native Hawaiian<100<0<100<0<100<0
White9948568938571493787
Two or more races386831419977731394816
Students with Disabilities24340572595641-494951
Economically Disadvantaged276742438178193837917
English Learners<<<<<<<<<<<<
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

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 Students198566151681651918836517
Female188667141682661816826718
Male198465161780632020836417
American Indian<<<<1876592427876013
Asian3994556488839125793367
Black168367171277652313796621
Hispanic20947461886691427835617
Native Hawaiian<<<<2710073010807020
White2791649268963112993647
Two or more races26906410299566528906210
Students with Disabilities1155444555146499605140
Economically Disadvantaged158166191476622414786422
English Learners-6262381357434336572143
VA & US History Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students886791478174199857615
Female987781378175198847616
Male7867914781741910877713
American Indian<<<<<<<<<100<0
Asian<<<<<<<<<100<0
Black784781657873226837717
Hispanic-8787131383711715816719
Native Hawaiian<100<0<100<0<100<0
White129381713917791592778
Two or more races1189781116978132296744
Students with Disabilities-58584215352473565344
Economically Disadvantaged584791647571257837717
English Learners<<<<<<<<<<<<
World History I Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students108271181382691810796921
Female9827318128169199786922
Male128270181483691711806920
American Indian<100<0<100<0<<<<
Asian<100<0<<<<<<<<
Black578732297970216746826
Hispanic129482698677143092628
Native Hawaiian<100<0<100<0<<<<
White2592678259065101893757
Two or more races369559530936371591769
Students with Disabilities451474955146493595641
Economically Disadvantaged6767024107767238746626
English Learners<100<0<<<<<<<<
World History II Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students11918091187761314907610
Female10897911985751512887712
Male129583513917891893757
Asian<100<0<100<0<100<0
Black888811258480169898011
Hispanic7100930219371710756525
White189677424936972695695
Two or more races1910081028966844292508
Students with Disabilities<<<<20100800<<<<
Economically Disadvantaged689821148378179898011
Civics & Econ Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students268761131174632631895711
Female268761131177662330906010
Male278761131070603033885413
American Indian<100<0<<<<<100<0
Asian4210058060100400
Black23856215870623031895811
Hispanic359358710827318<100<0
White33936071784661633100670
Two or more races338652142592678<<<<
Students with Disabilities44137591363564<<<<
Economically Disadvantaged218462161072622835875213
English Learners<<<<<<<<
VA Studies Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students328351173885471534814719
Female338653143989501131815019
Male318049203882451837824518
American Indian<100<0<100<0<100<0
Asian<100<0<100<070902010
Black298253183382491827775023
Hispanic2898703479447648762824
Native Hawaiian<<<<<100<0<100<0
White4486421450924385193427
Two or more races298456165010050048873913
Students with Disabilities255430461351384911604940
Economically Disadvantaged258055203382491825744926
English Learners<<<<<<<<<<<<
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

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: 86.09 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-kindergarten712710647
Kindergarten1,2421,2841,222
Grade 11,2781,1871,247
Grade 21,2531,2241,167
Grade 31,1531,2071,204
Grade 41,1771,0761,116
Grade 51,0881,1021,030
Grade 61,1101,0501,031
Grade 71,0891,052964
Grade 81,0461,0521,029
Grade 91,1451,1681,139
Grade 101,0411,0031,027
Grade 11905881880
Grade 12841931911
Total Students15,08014,92714,614
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 Students150801492714614
Female747574227274
Male760575057340
American Indian464443
Asian125119122
Black107931062810470
Hispanic436463452
Native Hawaiian414140
White315731192979
Two or more races482513508
Students with Disabilities162815691586
Not Students with Disabilities134521335813028
Economically Disadvantaged996397977835
Not Economically Disadvantaged511751306779
English Learners8653100
Not English Learners149941487414514
Homeless986768
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 StudentsDivision32649753217144
State4978334418270994955151976
FemaleDivision1972291872210
State27214151969363301886684
MaleDivision12926835144934
State2256919222177361936291292
American IndianDivision<<<<0<
State123127114274
AsianDivision<<<<0<
State45731128821711653
BlackDivision19737146125534
State79241059610702191502852
HispanicDivision9151000
State47504926291891963260
Native HawaiianDivision<<<<0<
State62634043
WhiteDivision1028829159
State299881610411585771729709
Two or more racesDivision17203011
State23631474934317495
Students with DisabilitiesDivision370531120
State1022603127091331175105
Economically DisadvantagedDivision14827336122527
State959415818159442726451138
English LearnersDivision<<<<0<
State1518329526534162683
HomelessDivision292011
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 Students101287686.689788.6717
Female48344491.945193.4224.6
Male52943281.744684.3499.3
American Indian0<100<10000
Asian0<100<10000
Black71561485.962687.6557.7
Hispanic25251002510000
Native Hawaiian0<100<10000
White22519285.320189.3156.7
Two or more races424095.24095.212.4
Students with Disabilities13912690.612791.4128.6
Economically Disadvantaged52145787.746990254.8
English Learners0<100<10000
Homeless151386.71386.716.7
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 Taken136 / 3.46%153 / 3.84%152 / 3.84%
Advanced Placement Course Enrollment155 / 3.94%171 / 4.29%168 / 4.25%
Dual Enrollment278 / 7.07%307 / 7.71%320 / 8.09%
Governor’s School Enrollment24 / .61%27 / .68%23 / .58%
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 StudentsDivision75045140
State800255758028
FemaleDivision40126634
State404623112723
MaleDivision34918547
State395632645333
American IndianDivision0<100
State25416535
AsianDivision0<100
State5267459213
BlackDivision53331940
State171671128234
HispanicDivision161131
State8077522135
Native HawaiianDivision0<100
State1147336
WhiteDivision16910339
State457593374926
Two or more racesDivision221150
State3387249826
Students with DisabilitiesDivision471764
State5663303146
Economically DisadvantagedDivision39023241
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 AssessmentsDivision20519
 State397141393623
State LicensuresDivision--9
 State167317901964
Industry CertificationDivision134221263
 State89541100544109590
Workplace ReadinessDivision4704671140
 State336653077542313
Total Credentials EarnedDivision6246931431
 State128850137248157490
Students Earning One or More CredentialsDivision5986531310
 State104867109089126113
CTE CompletersDivision584492561
 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 Students1451926232.3%
2014-2015
Number of Test TakersNumber of Tests TakenNumber of Tests with Qualifying ScoresPercentage of Tests Passed
All Students1411806033.3%
2015-2016
Number of Test TakersNumber of Tests TakenNumber of Tests with Qualifying ScoresPercentage of Tests Passed
All Students1491877841.7%
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

School Finance

Percentage of Expenditures

Division Expenditures

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

  • Smaller school divisions may have similar administrative and support costs as larger divisions but these non-instructional costs are spread over a smaller expenditure base.
  • Geographically large but sparsely populated school divisions may have higher per-pupil transportation costs because of travel distances and mountainous topography.
  • Divisions with large populations of at-risk or special needs students must provide support services that are required or that raise student achievement.
School Division - Percentage of Expenditures
 2013-20142014-20152015-2016
Percentage of fiscal year division
operating expenditures for instructional costs
66.567.365.6

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
2013-20143,031.005,880.001,295.00
2014-20153,620.006,042.001,199.00
2015-20163,631.006,107.001,158.00

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 Students138891082479662137571086526748134641219540775127041287592991
Female6963518215277694150024129667565872543286395625286428
Male6926564264385681658628545267086322864476309662306563
American Indian45004412123811235021
Asian1235111081142110814119454
Black9867811372481980875441560295838834385849031946442743
Hispanic443161014421281119460361218418342033
Native Hawaiian33510412103722237513
White293321476139287524682108278125474139261225398180
Two or more races445311923463431215455351226452452427
Students with Disabilities1422187961211412171801191389190881481312186103239
Economically Disadvantaged8908862391463873481540755894369704375557720959469723
English Learners947305223411383121189512
Homeless140391928147281340148361721175582948
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 Students94.6294.4193.73
Female94.9594.7594.02
Male94.394.0793.44
American Indian94.0994.2895.09
Asian96.2195.9795.5
Black94.5994.493.71
Hispanic95.3494.9294.04
Native Hawaiian96.2495.0693.59
White94.5494.2993.66
Two or more races94.8294.4393.76
Students with Disabilities92.8792.3592.17
Economically Disadvantaged94.0994.0892.95
English Learners95.393.9593.29
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Standards of Accreditation (SOA) Offenses Data

2016-2017 Offenses
 Number of Offenses
Alcohol, Tobacco, and Other Drug Offenses120
Technology Offenses94
Offenses Against Student170
Offenses Against Staff92
Weapons Offenses57
Property Offenses128
All Other Offenses281
Other Offenses Against Persons1,127
Disorderly or Disruptive Behavior Offenses4,633
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 Indian0.3050.210.2950.230.2940.26
Asian0.8290.120.7970.050.8350.03
Black71.57285.1871.286.5471.65887.17
Hispanic2.8911.173.1021.413.0941.9
Native Hawaiian0.2720.120.2750.260.2740.03
White20.93510.220.8958.7320.3898.02
Two or more races3.19633.4372.793.4772.59
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 Indian0.3050.2950.294
Asian0.8290.7970.835
Black71.5729271.210071.658100
Hispanic2.89143.1023.094
Native Hawaiian0.2720.2750.274
White20.935420.89520.389
Two or more races3.1963.4373.477
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 Indian0.3050.2950.294
Asian0.8290.7970.835
Black71.57210071.271.65885.71
Hispanic2.8913.1023.094
Native Hawaiian0.2720.2750.274
White20.93520.89510020.3897.14
Two or more races3.1963.4373.4777.14
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 Students64.2870.1368.84
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 Students50.9647.454.85
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 Students65.6269.6771.45
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Teacher Quality

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Student-Teacher Ratio

2015-2016 Grades K-7 Student Teacher Ratio: 13.62 : 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 icon

2015-2016 Grades 8-12 Student Teacher Ratio: 12.94 : 1

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

Provisionally Licensed Teachers

Provisionally Licensed Teachers
 2015-20162016-2017
Provisional4%8%
Provisional Special Education2%2%
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

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

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

Percentage of Core Academic Classes Taught by Teachers Not Meeting the Federal Definition of Highly Qualified
 2014-20152015-20162016-2017
Division
All Schools100%1%3%
High Poverty100%1%5%
Low Poverty---
State
All Schools100%1%1%
High Poverty100%2%2%
Low Poverty100%1%1%
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

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

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

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

Teacher Educational Attainment

Teacher Educational Attainment: 2016-2017

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

Teacher Educational Attainment
 Bachelor's DegreeMaster's DegreeDoctoral DegreeOther
2014-201541%56%2%1%
2015-201642%54%1%3%
2016-201745%51%1%3%
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
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