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General school information

Division: Prince Edward County Public Schools
Address: 35 Eagle Drive Farmville, VA 23901-9011
Superintendent: Dr. Barbara A Johnson
Region: 8
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 Schools3
To Be Determined2
Partially Accredited: Warned School-Pass Rate1

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 StudentsDivision7681
 Virginia8586
FemaleDivision7984
 Virginia8989
MaleDivision7479
 Virginia8283
AsianDivision100100
 Virginia9092
BlackDivision7783
 Virginia7979
HispanicDivision100<
 Virginia7676
WhiteDivision7380
 Virginia8990
Two or more racesDivision<
 Virginia8889
Students with DisabilitiesDivision2553
 Virginia5353
Economically DisadvantagedDivision7377
 Virginia7575
English LearnersDivision100100
 Virginia6767
Gap Group 2Division7783
 Virginia7979
Gap Group 3Division100<
 Virginia7676
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 Students116655341168563211625138
Female146954311371582913665334
Male76356371065553510594941
American Indian<100<0<100<0<100<0
Asian388546152986571440905010
Black659534156055406554845
Hispanic77669241175642512655335
Native Hawaiian<100<0<100<0<100<0
White177457262079582118745626
Two or more races98273181457434319483052
Students with Disabilities824167672518759261874
Economically Disadvantaged659534166054406554945
English Learners<<<<<<<<<<<<
Grade 3 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students19725328126250389473753
Female277851221468543212524048
Male13675433115847426423558
Asian<<<<<100<0
Black1366543475245486362964
Hispanic<<<<<<<<<<<<
White318251182179582115624838
Two or more races<<<<<<<<10403060
Students with Disabilities103829627292171-222278
Economically Disadvantaged1170593085648446393461
Grade 4 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students55550452071502914604740
Female85345472882541815675233
Male35956411462473813554245
Black1424158125947416524648
Hispanic<<<<<100<0<<<<
White127160293386531429815219
Two or more races<100<0<<<<<<<<
Students with Disabilities-99916241876-363664
Economically Disadvantaged248465296455367534547
English Learners<100<0<<<<
Grade 5 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students155742431560464013614839
Female176043401756394421694831
Male12534147136553358554745
Asian<<<<<<<<<100<0
Black649435194940515534847
Hispanic<<<<<<<<<<<<
White256338372478552220705030
Two or more races<100<0<<<<<<<<
Students with Disabilities5105901717-836221778
Economically Disadvantaged7504450115443467544846
Grade 6 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students116048401363503714705630
Female167054301364513614675333
Male74942511463483815756025
Asian<100<0<100<0<<<<
Black9584942457534310645336
Hispanic<<<<<<<<<<<<
White166044402570463018826418
Students with Disabilities15251075103020702020-80
Economically Disadvantaged9524348757504310675733
English Learners<100<0<<<<<<<<
Grade 7 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students136653341174632616695331
Female227049301183721716715529
Male56357371165543516675133
Asian<100<0<100<0<100<0
Black1059494167265287605340
Hispanic<<<<<100<0<<<<
White207555251974552625775323
Two or more races<<<<<100<0
Students with Disabilities5191481619138115301570
Economically Disadvantaged10605040566613411635138
English Learners<<<<<100<0<<<<
Grade 8 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students564583686254387514349
Female86759331168573210564644
Male361583945551455474153
Asian<100<0<100<0<100<0
Black4565244-5454466433658
Hispanic<100<0<100<0<100<0
Native Hawaiian<100<0<100<0<100<0
White6726628137057309595041
Students with Disabilities141858251914811014586
Economically Disadvantaged556524435249481414059
English Learners<100<0<100<0
EOC English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students683771738380177787222
Female686801438381175787322
Male681741928280188797121
Black1757425-7676243726828
Hispanic<100<0<<<<<100<0
White149581579891212887612
Students with Disabilities-505050-36366413443156
Economically Disadvantaged18079201767524-757525
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 Students116654341165533514675233
Female146956311873552716715529
Male9625338556514413635037
Asian<100<0<100<0<100<0
Black657514345652448605240
Hispanic<<<<<<<<<<<<
Native Hawaiian<100<0<100<0<100<0
White177861222277552325765124
Students with Disabilities6292371-17178318341666
Economically Disadvantaged958494265650446544846
English Learners<<<<<100<0<<<<
Grade 8 Writing Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students106353371255444511534247
Female126655341866483415614539
Male858514254439568473953
Asian<100<0<100<0<100<0
Black753464764639549473853
Hispanic<<<<<100<0<<<<
Native Hawaiian<100<0<100<0<100<0
White127664241466523416604440
Students with Disabilities11261674-1010905231877
Economically Disadvantaged1058494264540556423658
English Learners<<<<<<<<
EOC Writing Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students136956311172612817786122
Female167257281779622116796221
Male10655535666603418786023
Black661553936461368716329
Hispanic<<<<<<<<<100<0
White238158193088581232905810
Students with Disabilities-313169-29297138501350
Economically Disadvantaged959494176760335686232
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 Students117059301367553310645436
Female127260281572562810675633
Male10675733106353379615239
American Indian<100<0<100<0<<<<
Asian45732727468538154393507
Black663573766256384595441
Hispanic98374171177662312655335
Native Hawaiian<100<0<100<0<100<0
White187961212274522617705430
Two or more races33925881373602710655535
Students with Disabilities826187482517758241676
Economically Disadvantaged763563776153396595441
English Learners<100<0<<<<<<<<
Grade 3 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students30815119146754334544946
Female34865214227755234585442
Male2678512276053405494451
Asian<<<<<100<0
Black1975562565751434474353
Hispanic<<<<<<<<<<<<
White42904810318150195656035
Two or more races<100<0<<<<<<<<
Students with Disabilities1448335274336576221778
Economically Disadvantaged2379552166255384514749
Grade 4 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students136956313476422428724528
Female136350374084441632814819
Male137663242971412924664234
Black86052402169493116705430
Hispanic<<<<<<<<<<<<
White238158194785381554802720
Two or more races<100<0<100<0<<<<
Students with Disabilities2030107012352465-363664
Economically Disadvantaged96455362872452821694831
English Learners<100<0<100<0
Grade 5 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students186042401561473919624238
Female176144391664483624664234
Male195839421358454216594341
Asian<100<0<100<0<100<0
Black1053434765246485504550
Hispanic<<<<<<<<<<<<
White296637342975462536754025
Two or more races<100<0<<<<<<<<
Students with Disabilities520158088-92612688
Economically Disadvantaged12524048854464610534347
Grade 6 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students106555351969503111746326
Female86961311968493214735927
Male13614939186952317756825
Asian<100<0<100<0<100<0
Black660544086658342696631
Hispanic<100<0<<<<<<<<
White166853323169383120826218
Students with Disabilities142410762035156510302070
Economically Disadvantaged5575243106252388696131
English Learners<100<0<<<<<100<0
Grade 7 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students-44445655550453565344
Female-51514966257382605840
Male-37376354844525514649
Black-40406055247483535047
Hispanic<100<0<100<0<<<<
White-50505035553453575343
Two or more races<<<<<100<0
Students with Disabilities-101090618128212241276
Economically Disadvantaged-46465445148493545146
English Learners<100<0<100<0<<<<
Grade 8 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students360574035350472636137
Female361573946359374686532
Male360574024240581595841
Black3545246-4747534595541
Hispanic<100<0<100<0<<<<
White26664349645536-656535
Students with Disabilities1015585-19198110241476
Economically Disadvantaged25754431494751-606040
English Learners<100<0<<<<
Algebra I Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students283811736966315635837
Female384801637167293636037
Male-83831726765338635537
Asian<100<0<<<<<100<0
Black-7676241706930-575743
Hispanic<100<0<<<<<<<<
Native Hawaiian<100<0
White392888668623213695631
Students with Disabilities-606040-88927251875
Economically Disadvantaged-818119-5858421585742
Geometry Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students564593696556355544946
Female9736427146854325565244
Male-55554546157395524848
Asian<100<0<100<0<<<<
Black-5252483545146-494951
Hispanic<<<<<<<<<<<<
Native Hawaiian<100<0<100<0
White108878131680642010594941
Students with Disabilities-181882<<<<<<<<
Economically Disadvantaged15351474605740-474753
Algebra II Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students169478610938378807120
Female179578515947968787022
Male13927985938878817319
Asian<<<<<100<0
Black1093847595895-737327
Hispanic<100<0<100<0<<<<
White21967541690741016867014
Two or more races<100<0<100<0
Students with Disabilities<100<0<100<0<<<<
Economically Disadvantaged8908210-91919-797921
English Learners<100<0
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

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 Students8766824117766238686032
Female7756825117666249696031
Male9776823107867228686032
Asian<100<0<<<<<<<<
Black267653357065303595641
Hispanic5868214780732011746326
Native Hawaiian<100<0<100<0<100<0
White158872121788701214806620
Two or more races<100<0<<<<<<<<
Students with Disabilities1135246552621743292771
Economically Disadvantaged571662977164293595641
English Learners<100<0<<<<<<<<
Grade 5 Science Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students117059301770533012594641
Female96758331564493614604740
Male137460262076562411574643
Asian<100<0<<<<<100<0
Black5615739115948413444156
Hispanic<<<<<100<0<<<<
White188062202787601321755525
Two or more races<100<0<100<0<<<<
Students with Disabilities103829621725875-171783
Economically Disadvantaged4656035136350375514649
Grade 8 Science Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students11776623157357279766724
Female107766231974552610736327
Male12776523127159298797121
Asian<100<0<100<0<100<0
Black469653186356379696031
Hispanic<100<0<100<0<<<<
Native Hawaiian<100<0<100<0<100<0
White188567152084641611857515
Students with Disabilities26472153-29297110433357
Economically Disadvantaged971632986557355706630
English Learners<100<0<<<<
Biology Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students490861028179197686032
Female590851028583159675833
Male390871017674246686332
Asian<100<0<<<<
Black-8585151767524-616139
Hispanic<100<0<<<<<<<<
White1096864390861015766124
Two or more races<100<0
Students with Disabilities<<<<<<<<-8892
Economically Disadvantaged2878513-7777231605940
English Learners<100<0<<<<
Chemistry Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students20876713209373712877513
Female994856169073109877813
Male32794621269771318866814
Asian<100<0<100<0
Black376742478880124807620
Hispanic<100<0<100<0<100<0
White3910061034986322094746
Economically Disadvantaged14867114139077106787222
Earth Science Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students-5959412747226-525248
Female-5353473706730-505050
Male-6565352797721-545446
Black-474753-707030-454555
Hispanic<100<0<<<<<<<<
White-8181196837717-696931
Students with Disabilities-8892-8892-222278
Economically Disadvantaged-575743-727228-464654
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 Students177962211880622016776123
Female158166191779622116776123
Male197758231880622017786122
American Indian<100<0<100<0<<<<
Asian<100<0<100<0<<<<
Black8746626117564259706130
Hispanic138774131865473521846316
Native Hawaiian<100<0<100<0<100<0
White288557152587621324866214
Two or more races<100<0<<<<<100<0
Students with Disabilities13412959-2323775352965
Economically Disadvantaged127361271375622510736327
English Learners<100<0<<<<<<<<
VA & US History Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students14806620108677147837617
Female1079702188476164807620
Male188062201188771211877613
Asian<100<0<100<0
Black375722548278181767524
Hispanic<100<0<<<<<100<0
White3186551418957751693767
Students with Disabilities8251775-555545<<<<
Economically Disadvantaged873652788173193787622
World History I Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students6827518672662812766424
Female3888413671652914715729
Male10746426673672710817119
Black-79792136764331666534
Hispanic<<<<<<<<<100<0
White16856915979702119856615
Two or more races<100<0<100<0
Students with Disabilities-181882---1004353065
Economically Disadvantaged-76762426765334696531
World History II Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students680742097868227665934
Female784771677366275686232
Male5757025138573158635537
Asian<100<0<<<<
Black-70703057166294595441
Hispanic<100<0<<<<<<<<
White10938371790731010776723
Students with Disabilities<100<0<<<<
Economically Disadvantaged571672926765331615939
Civics & Econ Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students187355272274532613786522
Female187456262876482413816719
Male187153291573582714766224
Asian<100<0<100<0<100<0
Black106959311068573210716129
Hispanic<<<<<100<0<<<<
Native Hawaiian<100<0<100<0<100<0
White277649243183521721876613
Students with Disabilities7211479-6694-333367
Economically Disadvantaged7686132107160297716429
English Learners<100<0<<<<
VA Studies Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students358146194289471140864614
Female3178482236925584892438
Male418443164987381334814719
Asian<100<0<100<0<100<0
Black247450263385511528785022
Hispanic<<<<<100<0<<<<
White4888401257963945694396
Two or more races<100<0<100<0<100<0
Students with Disabilities6615639-4040606443956
Economically Disadvantaged287648243687511331835217
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: 83.66 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-kindergarten11810888
Kindergarten152152170
Grade 1170147155
Grade 2153161155
Grade 3147147161
Grade 4155130144
Grade 5161144146
Grade 6145151153
Grade 7158145144
Grade 8178148151
Grade 9163190163
Grade 10159167190
Grade 11164146161
Grade 12166168153
Total Students2,1892,1042,134
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 Students218921042134
Female108510351052
Male110410691082
American Indian222
Asian222630
Black125111921212
Hispanic655577
Native Hawaiian555
White802782755
Two or more races424253
Students with Disabilities278287300
Not Students with Disabilities191118171834
Economically Disadvantaged138813451422
Not Economically Disadvantaged801759712
English Learners132931
Not English Learners217620752103
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 2016: 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 2015-2016 Cohort
Student SubgroupTypeAdvanced DiplomasStandard DiplomasOther DiplomasGED'sDropoutsOther Non-Graduates
All StudentsDivision776681114
State4917234247347693750052232
FemaleDivision44293131
State268261510012453531829806
MaleDivision33375083
State2234619147223158431761426
AsianDivision<<<<0<
State44281223901613062
BlackDivision35476193
State78991054114312301412964
HispanicDivision<<<<0<
State44244511381851536311
WhiteDivision38192021
State300171650814345631731798
Students with DisabilitiesDivision178020
State946530734751091062120
Economically DisadvantagedDivision36366152
State921814810194032821221221
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 Students16715190.415291116.6
Female817693.87795.133.7
Male867587.27587.289.3
Asian0<100<10000
Black1018887.18988.198.9
Hispanic0<100<10000
White625995.25995.223.2
Students with Disabilities181688.91688.9211.1
Economically Disadvantaged867890.77991.955.8
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 Taken6 / .92%36 / 5.37%35 / 5.25%
Advanced Placement Course Enrollment9 / 1.38%48 / 7.15%46 / 6.9%
Dual Enrollment135 / 20.71%163 / 24.29%151 / 22.64%
Governor’s School Enrollment16 / 2.45%13 / 1.94%11 / 1.65%
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 StudentsDivision1408639
State800255757828
FemaleDivision624134
State404623112623
MaleDivision784542
State395632645233
AsianDivision0<100
State5267459213
BlackDivision865338
State171671128134
HispanicDivision0<100
State8077522035
WhiteDivision513237
State457593374926
Students with DisabilitiesDivision10<100
State5663303146
Economically DisadvantagedDivision774542
State224061294542
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
CTE CompletersDivision11211588
 State392914240439528
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 Students59781215.4%
2014-2015
Number of Test TakersNumber of Tests TakenNumber of Tests with Qualifying ScoresPercentage of Tests Passed
All Students45854451.8%
2015-2016
Number of Test TakersNumber of Tests TakenNumber of Tests with Qualifying ScoresPercentage of Tests Passed
All Students36572238.6%
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
 2012-20132013-20142014-2015
Percentage of fiscal year division
operating expenditures for instructional costs
626361.6

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
 2012-20132013-20142014-2015
Percentage of fiscal year state
operating expenditures for instructional costs
66.266.867.1

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
2012-20133,707.005,867.001,706.00
2013-20143,789.005,968.001,230.00
2014-20153,774.006,276.001,233.00

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
2012-20135,777.004,605.00875.00
2013-20145,823.004,634.00784.00
2014-20155,950.004,802.00771.00

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 Students195218279107183518690107175418880108173421793112
Female9728732459169645468609534578491124246
Male9809547629199045618949346518851055166
American Indian0000000000000000
Asian23001192002810026110
Black11089540501053915058100210642499691205373
Hispanic64733624135242361953
Native Hawaiian0000000000000000
White724763450656873745628703556625843035
Two or more races26411372213861046341
Students with Disabilities254261114234271516219251615239351719
Economically Disadvantaged13341506985117313774801148142698011321696470
English Learners10102221002630328400
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 Students94.4394.493.75
Female94.5894.4694
Male94.2894.3593.52
American Indian90.6888.5793.79
Asian97.9497.1797
Black94.6294.7893.68
Hispanic95.8994.6994.12
Native Hawaiian97.0898.2997.52
White93.8993.793.63
Two or more races94.9894.3894.57
Students with Disabilities93.7493.6692.9
Economically Disadvantaged94.0493.8193.43
English Learners97.0594.6994.73
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

2015-2016 Offenses
 Number of Offenses
Alcohol, Tobacco, and Other Drug Offenses27
Technology Offenses<
Offenses Against Student65
Offenses Against Staff26
Weapons Offenses<
Property Offenses11
All Other Offenses27
Other Offenses Against Persons86
Disorderly or Disruptive Behavior Offenses259
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
 2013-20142014-20152015-2016
Subgroup% Population% Short Term Suspensions% Population% Short Term Suspensions% Population% Short Term Suspensions
American Indian0.2190.0910.320.0950.32
Asian1.0961.0051.236
Black56.57372.8157.14969.8156.65477.02
Hispanic3.1551.812.9691.32.6140.97
Native Hawaiian0.2190.2280.238
White37.46725.0836.63828.5737.16721.04
Two or more races1.2710.31.9191.9960.65
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
 2013-20142014-20152015-2016
Subgroup% Population% Long Term Suspensions% Population% Long Term Suspensions% Population% Long Term Suspensions
American Indian0.2190.0910.095
Asian1.0961.0051.236
Black56.5737557.14988.8956.65485.71
Hispanic3.1552.9692.614
Native Hawaiian0.2190.2280.238
White37.4672536.63811.1137.16714.29
Two or more races1.2711.9191.996
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
 2013-20142014-20152015-2016
Subgroup% Population% Expulsions% Population% Expulsions% Population% Expulsions
American Indian0.2190.0910.095
Asian1.0961.0051.236
Black56.57357.14910056.65433.33
Hispanic3.1552.9692.614
Native Hawaiian0.2190.2280.238
White37.46710036.63837.16766.67
Two or more races1.2711.9191.996
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 Students64.6565.6567.22
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Free and Reduced Breakfast Participation of Eligible Students

Free and Reduced Breakfast Participation of Eligible Students :

The above pie graph displays the average daily percentage of students eligible for free or reduced-price meals who participated in the U.S. Department of Agriculture School Breakfast Program. The School Breakfast Program is a federally assisted meal program that provides nutritious breakfast meals to students. The Virginia Department of Education administers the program at the state level and school divisions administer the program at the local level.

Participation in the School Breakfast Program has been linked increased achievement, reduced absenteeism and tardiness, fewer disciplinary problems, and better student health.

Breakfast menus must provide one-fourth of the daily recommended levels for protein, calcium, iron, Vitamin A, Vitamin C and calories. Participating schools must serve breakfasts that meet Federal nutrition standards – one quarter of daily recommended levels of protein, calcium, iron, vitamins A and C and calories – and must provide free and reduced-price breakfasts to eligible children.

The No Kid Hungry Virginia campaign and the Virginia 365 Project are key state initiatives to increase participation in school nutrition programs and eliminate childhood hunger.

 

Free and Reduced Breakfast Participation
 2014-20152015-20162016-2017
 PercentagePercentagePercentage
All Students40.8140.4837.46
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

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 Students74.7569.7168.96
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: 10.51 : 1

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

2015-2016 Grades 8-12 Student Teacher Ratio: 9.73 : 1

student 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
Provisional8%12%
Provisional Special Education3%3%
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-6%4%
High Poverty-1%1%
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
2014-201547%49%3%1%
2015-201648%48%2%2%
2016-201751%44%2%3%
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
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