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General school information

Division: Powhatan County Public Schools
Address: 2320 Skaggs Rd Powhatan, VA 23139
Superintendent: Dr. Eric L Jones
Region: 1
Division Website (opens new window)
Schools in this Division (opens new window)

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

Performance Snapshot

Accountability

Accountability

Assessments

Assessments

Enrollment

Enrollment

College & Career Readiness

College & Career Readiness

Finance

School Finance

Learning Climate

Learning Climate

Teacher Quality

Teacher Quality


Accountability

Accreditation Status

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

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

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

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

Total Number of Schools6
Fully Accredited6

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 StudentsDivision859193
 Virginia858687
FemaleDivision909299
 Virginia898990
MaleDivision828988
 Virginia828384
American IndianDivision<
 Virginia848481
AsianDivision<100
 Virginia909293
BlackDivision838195
 Virginia797981
HispanicDivision80100<
 Virginia767675
WhiteDivision869194
 Virginia899091
Two or more racesDivision<100<
 Virginia888989
Students with DisabilitiesDivision585876
 Virginia535354
Economically DisadvantagedDivision677685
 Virginia757578
English LearnersDivision100
 Virginia676762
Gap Group 2Division838195
 Virginia797981
Gap Group 3Division80100<
 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 Students218362172084651620846416
Female248864122388651223886512
Male187961211781651917806320
American Indian<<<<<<<<<<<<
Asian20705030<<<<<<<<
Black866573486355379605140
Hispanic168770131079692111806920
Native Hawaiian<100<0<100<0<<<<
White228562152186651421866514
Two or more races13806720128169197827518
Students with Disabilities124634541149385111514049
Economically Disadvantaged117059301071602910706030
English Learners<100<0<<<<<<<<
Grade 3 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students308555152287651320765624
Female319059102287651324825818
Male308151192287641318725428
Asian<100<0<<<<
Black9645536869623114453155
Hispanic<100<0<<<<15695431
White328654142388651221805920
Two or more races<<<<<<<<<<<<
Students with Disabilities135138492164423613493651
Economically Disadvantaged147259281171612910574643
English Learners<100<0<<<<<<<<
Grade 4 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students268053202888601221876613
Female35855115309161925866114
Male197556252685591518886913
Black-424258146752338625438
Hispanic30906010<100<010807020
White298354172989601123896511
Two or more races<<<<<100<0-808020
Students with Disabilities184224581256444416665034
Economically Disadvantaged12625038137763233767324
Grade 5 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students287648242780532032875513
Female318251183085541536905310
Male246945312375522529855615
Asian<100<0<100<0
Black24765324432286811746326
Hispanic<<<<<100<0<<<<
White297647242983541734885412
Two or more races<<<<<<<<<<<<
Students with Disabilities1229187184335584595441
Economically Disadvantaged18705330661553918775923
Grade 6 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students218362172482581827805420
Female238966112886581428865914
Male187759231979592126764924
American Indian<<<<<100<0<100<0
Black16634737117867224302670
Hispanic1891739<<<<1792758
Native Hawaiian<100<0<100<0<100<0
White228563152583581730845416
Two or more races<<<<<<<<<<<<
Students with Disabilities54944511535216519442656
Economically Disadvantaged36461361875572513614839
Grade 7 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students258661141785691518836617
Female27906310219069102591669
Male238158191280682010756525
American Indian<100<0<<<<<<<<
Black11675633688821218826518
Hispanic-737327-737327<<<<
Native Hawaiian<100<0<100<0<100<0
White288860121886681418846616
Two or more races9827318<<<<<100<0
Students with Disabilities19523248237346315442956
Economically Disadvantaged20775723968603217755825
Grade 8 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students128169191677612315806520
Female158469162284621618866814
Male97969211169593111746326
American Indian<<<<<100<0<<<<
Black-67673384032607645736
Hispanic3090601010605040-707030
White128270181881631916826618
Two or more races14796421-737327-808020
Students with Disabilities12514049183618643423958
Economically Disadvantaged8665934145945414656135
EOC English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students691859792848692868
Female8938571093837895875
Male589841159086104908510
Asian<100<0<100<0
Black58682144817819-797921
Hispanic<<<<-909010-1001000
White691859892858793877
Two or more races<100<0<<<<<<<<
Students with Disabilities6474153566613410574743
Economically Disadvantaged-8383182898711-868614
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 Students187961211980612022815819
Female238461162688621228876013
Male137562251373602717745726
American Indian<<<<<<<<<<<<
Asian<100<0<<<<<<<<
Black116453361071612913695631
Hispanic178972111674582619907110
Native Hawaiian<100<0<100<0<<<<
White198062202082621824815819
Two or more races116858321057484312827118
Students with Disabilities739336174033605353065
Economically Disadvantaged5625738147056309645536
Grade 8 Writing Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students147157291874562619705130
Female217958212583581723815819
Male9655635963543714594541
American Indian<<<<<<<<<<<<
Black9504150860524014645036
Hispanic30906010<<<<20705030
White147358271976572420715129
Two or more races15695431867583310706030
Students with Disabilities930217063428663282573
Economically Disadvantaged6524648156247382504850
EOC Writing Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students218766132187661324866214
Female25886312289567530906010
Male178669141580652019816319
Asian<100<0<100<0
Black137865221281691913705830
Hispanic<<<<3090601019100810
White238865122288661225866114
Two or more races<<<<<<<<13887513
Students with Disabilities352484874437566393361
Economically Disadvantaged28077201480662012705830
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 Students158065201681651913806720
Female158368171583681713826918
Male157863221679632113786522
American Indian<<<<-454555<<<<
Asian25755025<<<<25835817
Black758514286355377645736
Hispanic137562251577622311776623
Native Hawaiian<100<0<100<0<<<<
White168366171783661714816819
Two or more races977682377164299817319
Students with Disabilities11463554104433569494151
Economically Disadvantaged967593366660347686132
English Learners<<<<<<<<10807020
Grade 3 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students187759231984651619796021
Female157762231481671916786122
Male207757232387641321816019
Asian<<<<<100<0
Black53632641464503614665234
Hispanic<<<<<<<<8756725
White198162192087671320816119
Two or more races<<<<<<<<<<<<
Students with Disabilities104030601852334811524148
Economically Disadvantaged1255434547067308625538
English Learners<<<<<<<<<<<<
Grade 4 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students37865014399152927896211
Female389052103990511029875813
Male3683471740935372491669
American Indian<100<0<100<0
Black8544646307040307716429
Hispanic40100600<<<<18735527
White40904910409353728906210
Two or more races<<<<<<<<20100800
Students with Disabilities185234481465513518685032
Economically Disadvantaged186850322573482710776723
Grade 5 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students237855222779522125825718
Female248158192685591526835717
Male227453262773462724815819
Asian<100<0<<<<
Black24593541848405216533747
Hispanic<<<<30906010<<<<
White238058202981521925856015
Two or more races<<<<<<<<<<<<
Students with Disabilities18382162133018707484152
Economically Disadvantaged19684932663563814614639
Grade 6 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students148975111585691512796721
Female1691759178669149857615
Male138774131484701615735927
American Indian<100<0<<<<<100<0
Black11796821127665248524448
Hispanic23856215<<<<17836717
Native Hawaiian<100<0<100<0<100<0
White149075101686691413806820
Two or more races<100<0<100<0<<<<
Students with Disabilities55248481547325312473553
Economically Disadvantaged6777123127867225686332
Grade 7 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students187961211778612215695431
Female188366171979602116725628
Male187557251477622315675233
American Indian<100<0<<<<<<<<
Black744375667671246696331
Hispanic-64643627734527<<<<
Native Hawaiian<100<0<100<0<100<0
White208364171779622116715529
Two or more races20806020<<<<<<<<
Students with Disabilities16422658533286812271573
Economically Disadvantaged9615339254534613675433
English Learners<100<0<<<<<100<0
Grade 8 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students882741848076203827918
Female482781848581153868314
Male1182711857671242787622
American Indian<<<<<100<0<100<0
Black66963315757025<<<<
Hispanic<100<0<<<<<<<<
White884761648178193827918
Two or more races<<<<<<<<<<<<
Students with Disabilities1862443819503150-505050
Economically Disadvantaged572672848076205797421
Algebra I Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students275732547471262828018
Female281801957873222848216
Male368663237269282817919
Asian<100<0<100<0<100<0
Black-575743-595941-808020
Hispanic5807520-909010-94946
White277752347571253828018
Two or more races-595941-737327-737327
Students with Disabilities2383662-333367-494951
Economically Disadvantaged-606040-545446-727228
Geometry Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students876672447773234747126
Female1078692228381174767124
Male773662767064303737027
American Indian<<<<<<<<
Black-686832-464654-555545
Hispanic<<<<13736027-707030
White1077682348076204767224
Two or more races<<<<-505050<100<0
Students with Disabilities-383862-383863-353565
Economically Disadvantaged-696931-616139-626238
Algebra II Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students128673141486721412857315
Female148368171688721212897711
Male108878121184721612806920
Asian<100<0<<<<
Black14715729-69693113604740
Hispanic<<<<<100<015100850
White138674141587731312867414
Two or more races<100<0<<<<<<<<
Students with Disabilities<<<<<<<<<100<0
Economically Disadvantaged12887612-8686146665934
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 Students148975111588741214897511
Female128877121390771013897611
Male158973111687701315887412
American Indian<<<<<<<<<<<<
Asian<100<0<<<<<100<0
Black674682666963313737027
Hispanic6777023688821210807120
Native Hawaiian<100<0<100<0<100<0
White149076101690741014907510
Two or more races9827318690841017907310
Students with Disabilities660544055146497524548
Economically Disadvantaged578732287466266807420
English Learners<<<<<<<<<<<<
Grade 5 Science Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students167761232279572120856515
Female157660242384611617856915
Male167861232074532623846216
Asian<100<0<100<0
Black6595341440366011584742
Hispanic<<<<<100<0<<<<
White178063202481571920876713
Two or more races<<<<<<<<<<<<
Students with Disabilities634296653934617463954
Economically Disadvantaged766593486355389696031
Grade 8 Science Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students886781488274187847716
Female783761758581156837617
Male9897911137967217857815
American Indian<<<<<100<0<100<0
Black67872223726928-696931
Hispanic<<<<8696231<<<<
White887791398475167847716
Two or more races<<<<-93937<100<0
Students with Disabilities14544146123321676504450
Economically Disadvantaged3736927117160296837817
Biology Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students10898011149480611897811
Female9898011139582510908010
Male10897911159277812887612
American Indian<100<0<100<0<<<<
Black77669247797221-787822
Hispanic-10010006898311<100<0
White1191809159580511907810
Two or more races<<<<1994756<<<<
Students with Disabilities-666634-6666344575443
Economically Disadvantaged280782068276189847616
Chemistry Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students239471617978032498732
Female249471616978132597723
Male239371718988022499751
Asian<100<0
Black<<<<<100<07867914
Hispanic<<<<<100<0<100<0
Native Hawaiian<100<0
White259469617978032698732
Two or more races<100<0<100<0<100<0
Students with Disabilities<<<<<100<0<100<0
Economically Disadvantaged694896171008309827318
Earth Science Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students1394816148975111091819
Female795885148773139908110
Male199374714927881192818
Asian<100<0<100<0<100<0
Black-737327-747426-757525
Hispanic11897811<100<0-838317
White149682416917591292818
Two or more races1394816-909010-92928
Students with Disabilities-77772336461365534747
Economically Disadvantaged885771587567252848216
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 Students2692668279063102491679
Female22916992389671121906910
Male2992638309060102892648
American Indian<<<<<<<<<100<0
Asian<100<0<<<<30100700
Black18846616118069209807120
Hispanic1293817299061101393807
Native Hawaiian<100<0<100<0<100<0
White279266828916392692668
Two or more races278861121981631919836517
Students with Disabilities137361271064543614695531
Economically Disadvantaged168569151881631917846716
VA & US History Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students179174924916792092728
Female168973111989711119907110
Male189375728926582294726
Asian<100<0<100<0
Black14867114888791316745826
Hispanic<100<0<<<<<100<0
Native Hawaiian<100<0
White179174926936772193737
Two or more races<<<<<<<<<<<<
Students with Disabilities-636337364613614594541
Economically Disadvantaged58479161785681511837117
World History I Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students24936971688721212877513
Female20917291287751310857515
Male29946562189681115907510
Asian<100<0<100<0<100<0
Black1882641857773233767224
Hispanic11897911<100<07100930
White25946961689731114887412
Two or more races249471640905010-777723
Students with Disabilities13786523862543811544346
Economically Disadvantaged19866714177458263747126
World History II Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students259368727916492191719
Female20927282287661313887412
Male309464632946262995665
American Indian<100<0<100<0
Black14816719238664146767124
Hispanic<100<015856915<100<0
White279568528916492292708
Two or more races<<<<20907010<<<<
Students with Disabilities1080702023623838<<<<
Economically Disadvantaged19846516169074101291799
Civics & Econ Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students1686701426926582994656
Female119483625946962895665
Male21795921288961112993647
American Indian<<<<<100<0<100<0
Black139481611867514-878713
Hispanic<100<01792758<<<<
White1686701429936473194636
Two or more races<<<<158569152592678
Students with Disabilities761543946157399766724
Economically Disadvantaged88678141583691725896511
VA Studies Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students4291509408747134192508
Female4191499398950113791549
Male4292508418545154592478
American Indian<100<0<100<0
Asian<100<0<100<0
Black27805320461573921896811
Hispanic<<<<<100<0<<<<
Native Hawaiian<100<0<100<0
White4492488438946114292508
Two or more races<100<0<<<<<<<<
Students with Disabilities117564251161503920765724
Economically Disadvantaged258762132476522430865514
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: 93.44 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

Grade2015-20162016-20172017-2018
Pre-kindergarten493747
Kindergarten278295263
Grade 1267280315
Grade 2293277295
Grade 3279302291
Grade 4324291317
Grade 5323330312
Grade 6327335337
Grade 7345323337
Grade 8342345337
Grade 9404382382
Grade 10362383353
Grade 11349344365
Grade 12341352346
Total Students4,2834,2764,297
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

2017 Fall Membership By Subgroup: Racial and Ethnic Groups

The Virginia Department of Education annually collects statistics on the number of students enrolled in public schools on September 30.  Student counts are reported by grade assignment, race, ethnicity, disability, English proficiency, and economic status.

The collection of race and ethnicity information as specified by the U.S. Department of Education is required for eligibility for federal education funds and for accountability reports.

A student is reported as economically disadvantaged if he or she meets any one of the following criteria:

  • Is eligible for Free/Reduced Meals;
  • Receives Temporary Assistance for Needy Families;
  • Is eligible for Medicaid; or
  • Is a migrant or is experiencing homelessness.

.

Fall Membership by Subgroup
Subgroup2015-20162016-20172017-2018
All Students428342764297
Female203020172048
Male225322592249
American Indian131412
Asian171823
Black270245232
Hispanic121131158
Native Hawaiian766
White373937313725
Two or more races116131141
Students with Disabilities503532490
Not Students with Disabilities378037443807
Economically Disadvantaged756755770
Not Economically Disadvantaged352735213527
English Learners182527
Not English Learners426542514270
Homeless848
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 StudentsDivision19914165135
State4978334421271095654981971
FemaleDivision96524363
State27214152009363331874682
MaleDivision103892272
State2256919221177462336241289
American IndianDivision<<<<0<
State123127114274
BlackDivision10102011
State79241059810702191500851
HispanicDivision710110
State47504926292891962258
WhiteDivision1791243494
State299871610611585831716708
Two or more racesDivision251020
State23641473934417494
Students with DisabilitiesDivision1256031
State1022603527101331172104
Economically DisadvantagedDivision7272333
State959515820159442826411138
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 Students36934693.835195.1133.5
Female16415292.715594.563.7
Male20519494.619695.673.4
American Indian0<100<10000
Black242291.72291.714.2
Hispanic10880990110
White32330694.73109692.8
Two or more races10880880220
Students with Disabilities363288.93288.938.3
Economically Disadvantaged4536803986.736.7
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 Taken278 / 19.86%318 / 21.98%4 / .27%
Advanced Placement Course Enrollment305 / 21.79%356 / 24.6%27 / 1.86%
Dual Enrollment53 / 3.79%0 / 0%69 / 4.74%
Governor’s School Enrollment19 / 1.36%21 / 1.45%22 / 1.51%
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 StudentsDivision30822128
State800255758028
FemaleDivision15512023
State404623112723
MaleDivision15310134
State395632645333
BlackDivision261735
State171671128234
HispanicDivision0<100
State8077522135
WhiteDivision26318829
State457593374926
Two or more racesDivision10<100
State3387249826
Students with DisabilitiesDivision15<100
State5663303146
Economically DisadvantagedDivision341847
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 AssessmentsDivision---
 State397141393623
State LicensuresDivision2107
 State167317901964
Industry CertificationDivision315363498
 State89541100544109590
Workplace ReadinessDivision4919
 State336653077542313
Total Credentials EarnedDivision321382524
 State128850137248157490
Students Earning One or More CredentialsDivision303365458
 State104867109089126113
CTE CompletersDivision203201200
 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 Students22636624266.1%
2014-2015
Number of Test TakersNumber of Tests TakenNumber of Tests with Qualifying ScoresPercentage of Tests Passed
All Students27243728765.7%
2015-2016
Number of Test TakersNumber of Tests TakenNumber of Tests with Qualifying ScoresPercentage of Tests Passed
All Students31148732666.9%
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
2013-20145,177.004,574.00392.00
2014-20155,099.005,006.00378.00
2015-20165,211.004,964.00411.00

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 Students39912405768395123462583951278726439562767170
Female19011092932190710422271883140272618811183236
Male20901312836204413040312068138453820751583934
American Indian1410192001001111201
Asian17100160001331020000
Black2832033280135626410242331737
Hispanic111706131424110833129641
Native Hawaiian0000000000000000
White34752035056341620254473442250625134402396159
Two or more races868429412111066351191032
Students with Disabilities403451312426432112454532613453531520
Economically Disadvantaged740901829720922230690863323745823136
English Learners21100221001321124220
Homeless103027305214118142
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Attendance Rate

Attendance Rate: All Students

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

Attendance Rate
Subgroup2014-20152015-20162016-2017
All Students95.8795.2395.35
Female95.9495.2195.38
Male95.8195.2495.33
American Indian94.3893.7693.36
Asian96.3493.7796.95
Black96.0895.8796.22
Hispanic95.8694.6995.14
Native Hawaiian92.5594.8994.4
White95.8795.2195.3
Two or more races95.7595.0395.59
Students with Disabilities94.6394.1294.03
Economically Disadvantaged94.0993.5894.14
English Learners96.8893.0495.38
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 Offenses38
Technology Offenses<
Offenses Against Student19
Offenses Against Staff<
Weapons Offenses<
Property Offenses<
All Other Offenses<
Other Offenses Against Persons69
Disorderly or Disruptive Behavior Offenses68
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 Indian0.2610.850.3041.960.328
Asian0.4030.3980.422
Black6.9729.46.32312.425.74311.56
Hispanic2.8692.562.8343.071
Native Hawaiian0.1420.850.1640.1410.68
White87.21882.9187.56482.3587.45981.63
Two or more races2.4423.422.7173.273.0716.12
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 Indian0.2610.3040.328
Asian0.4030.3980.422
Black6.972206.3235.743
Hispanic2.8692.8343.071
Native Hawaiian0.1420.1640.141
White87.2188087.56483.3387.45990
Two or more races2.4422.71716.673.07110
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 Indian0.2610.3040.328
Asian0.4030.3980.422
Black6.9726.3235.743
Hispanic2.8692.8343.071
Native Hawaiian0.1420.1640.141
White87.21810087.56487.459
Two or more races2.4422.7173.071
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 Students17.8316.5616.72
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 Students25.1325.927.75
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 Students68.8167.9766.99
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Teacher Quality

.

Student-Teacher Ratio

2015-2016 Grades K-7 Student Teacher Ratio: 14.33 : 1

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2015-2016 Grades 8-12 Student Teacher Ratio: 13.9 : 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

Provisionally Licensed Teachers

Provisionally Licensed Teachers
 2015-20162016-2017
Provisional2%2%
Provisional Special Education0%0%
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
2014-201548%49%2%1%
2015-201646%50%2%2%
2016-201746%50%2%2%
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
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