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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
Partially Accredited: Warned School-Pass Rate1
Partially Accredited: Reconstituted School2

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 StudentsDivision768186
 Virginia858687
FemaleDivision798490
 Virginia898990
MaleDivision747981
 Virginia828384
AsianDivision100100100
 Virginia909293
BlackDivision778381
 Virginia797981
HispanicDivision100<100
 Virginia767675
WhiteDivision738092
 Virginia899091
Two or more racesDivision<
 Virginia888989
Students with DisabilitiesDivision255344
 Virginia535354
Economically DisadvantagedDivision737784
 Virginia757578
English LearnersDivision100100
 Virginia676762
Gap Group 2Division778381
 Virginia797981
Gap Group 3Division100<100
 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 Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students11685632116251389645436
Female137158291366533412665434
Male10655535105949417615439
American Indian<100<0<100<0<100<0
Asian298657144090501029865714
Black560554065548455544946
Hispanic11756425126553359564744
Native Hawaiian<100<0<100<0<100<0
White207958211874562615786322
Two or more races145743431948305211635337
Students with Disabilities725187592618745231877
Economically Disadvantaged660544065549455575143
English Learners<<<<<<<<10433357
Grade 3 English Reading Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students12625038947375315584342
Female146854321252404817634637
Male11584742642355813534047
Black752454863629648524348
Hispanic<<<<<<<<<<<<
White217958211562483825755025
Two or more races<<<<10403060<<<<
Students with Disabilities7292171-222278-141486
Economically Disadvantaged856484463934617544746
English Learners<<<<<<<<<<<<
Grade 4 English Reading Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students20715029146047408605240
Female288254181567523311604940
Male14624738135542456605440
Black1259474165246488514449
Hispanic<100<0<<<<<<<<
White338653142981521912695731
Two or more races<<<<<<<<-676733
Students with Disabilities6241876-3636645241976
Economically Disadvantaged964553675345478544646
Grade 5 English Reading Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students156046401361483912513949
Female175639442169483114594441
Male13655335855474511453555
Asian<<<<<100<0<100<0
Black949405155348475373263
Hispanic<<<<<<<<<<<<
White247855222070503019765724
Two or more races<<<<<<<<<<<<
Students with Disabilities1717-8362217786191381
Economically Disadvantaged1154434675448467433657
English Learners<<<<<<<<
Grade 6 English Reading Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students136350371470563014634937
Female136451361467533324704630
Male14634838157560256575143
Asian<100<0<<<<<100<0
Black4575343106453366564944
Hispanic<<<<<<<<<<<<
White257046301882641824724828
Two or more races<100<0<<<<<<<<
Students with Disabilities103020702020-805151085
Economically Disadvantaged7575043106757337534647
English Learners<<<<<<<<<<<<
Grade 7 English Reading Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students117463261669533110756525
Female118372171671552911786722
Male11655435166751339726428
Asian<100<0<100<0<100<0
Black672652876053404666234
Hispanic<100<0<<<<<<<<
White197455262577532319886912
Students with Disabilities61913811530157014362164
Economically Disadvantaged5666134116351385706530
English Learners<100<0<<<<<100<0
Grade 8 English Reading Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students862543875143495635837
Female11685732105646446635737
Male455514554741533636038
Asian<100<0<100<0<<<<
Black-54544664336583494751
Hispanic<100<0<100<0<<<<
White1370573095950417817419
Two or more races<<<<<100<0
Students with Disabilities519148110145867221578
Economically Disadvantaged352494814140593535047
EOC English Reading Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students383801777872223726928
Female383811757873225706530
Male28280188797121-747426
Asian<100<0<<<<
Black-76762437268281646336
Hispanic<<<<<100<0<<<<
White798912128876125868114
Students with Disabilities-36366413443156-404060
Economically Disadvantaged1767524-757525-676733
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

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 Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students116553351467523311665534
Female187355271671552913675433
Male55651441363503710655535
Asian<100<0<100<0<<<<
Black456524486052407605340
Hispanic<<<<<<<<6635638
Native Hawaiian<100<0<100<0<100<0
White227755232576512416745826
Two or more races<<<<<100<0
Students with Disabilities-171783183416662272573
Economically Disadvantaged656504465448467565044
English Learners<100<0<<<<<<<<
Grade 8 Writing Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students125544451153424712564444
Female186648341561453914584442
Male5443956847395310534347
Asian<100<0<100<0<<<<
Black646395494738538443656
Hispanic<100<0<<<<<<<<
White146652341660444014685432
Two or more races<<<<<100<0
Students with Disabilities-10109052318774181482
Economically Disadvantaged645405564236588453755
EOC Writing Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students117261281778612211756425
Female177962211679622112756325
Male66660341878602310756525
Asian<100<0<<<<
Black364613687163297726528
Hispanic<<<<<100<0<<<<
White308858123290581017786222
Students with Disabilities-29297138501350-444456
Economically Disadvantaged767603356862326676233
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

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 Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students13675533106454368584942
Female15725628106756339635537
Male1063533796152398534447
American Indian<100<0<<<<<100<0
Asian46853815439350718826518
Black662563845954414514849
Hispanic117766231265533511574643
Native Hawaiian<100<0<100<0<<<<
White227452261770543015675233
Two or more races137360271065553510635338
Students with Disabilities825177582416766191381
Economically Disadvantaged761533965954415524748
English Learners<<<<<<<<4545046
Grade 3 Mathematics Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students1467543345449468655835
Female2277552345854427706330
Male760534054944519605140
Black657514344743535595441
Hispanic<<<<<<<<<<<<
White31815019565603511827018
Two or more races<<<<<<<<<<<<
Students with Disabilities74336576221778-101090
Economically Disadvantaged662553845147495625638
English Learners<<<<<<<<<<<<
Grade 4 Mathematics Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students347642242872452819735527
Female408444163281481923795621
Male297141292466423415685332
Black216949311670543010685833
Hispanic<<<<<<<<<<<<
White478538155480272031774623
Two or more races<100<0<<<<1792758
Students with Disabilities12352465-36366414432957
Economically Disadvantaged287245282169483117755825
Grade 5 Mathematics Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students156147391962423811483752
Female166448362466423413594641
Male13584542165943419392961
Asian<100<0<100<0<100<0
Black652464855045505393461
Hispanic<<<<<<<<<<<<
White297546253675402521644336
Two or more races<<<<<<<<<<<<
Students with Disabilities88-9261268866-94
Economically Disadvantaged8544646105343476413559
English Learners<100<0<<<<
Grade 6 Mathematics Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students19695031117463266554945
Female19684932147359278665834
Male1869523177568255464254
Asian<100<0<100<0<100<0
Black866583426966311444356
Hispanic<<<<<<<<<<<<
White316938312082621813685532
Two or more races<100<0<100<0<<<<
Students with Disabilities2035156510302070-151585
Economically Disadvantaged1062523886961314464254
English Learners<<<<<100<0<<<<
Grade 7 Mathematics Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students555504535653442373563
Female66257382605840-343466
Male548445255146494403660
Asian<100<0<100<0
Black55247483535047-333367
Hispanic<100<0<<<<<<<<
White355534535753436453955
Students with Disabilities618128212241276714786
Economically Disadvantaged451484935451461353465
Grade 8 Mathematics Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students353504726361375686332
Female463593746865326726628
Male242405815958413646036
Black-47475345955411676633
Hispanic<100<0<<<<<<<<
White9645536-6565357726528
Two or more races<<<<<100<0
Students with Disabilities-19198110241476413888
Economically Disadvantaged1494751-6060403666234
Algebra I Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students369663156358371444356
Female371672936360372535147
Male267653386355371363564
American Indian<100<0
Asian<<<<<100<0<<<<
Black1706930-5757431393861
Hispanic<<<<<<<<-606040
White6686232136956313474553
Students with Disabilities-88927251875---100
Economically Disadvantaged-5858421585742-404060
Geometry Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students9655635554494612544146
Female1468543255652449534347
Male4615739552484816553945
Asian<100<0<<<<<100<0
Black3545146-4949513403760
Hispanic<<<<<<<<<<<<
Native Hawaiian<100<0
White168064201059494122684632
Students with Disabilities<<<<<<<<27451855
Economically Disadvantaged4605740-4747535423758
Algebra II Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students1093837880712013867214
Female1594796878702211857415
Male593887881731916867014
Black595895-7373276888212
Hispanic<100<0<<<<<<<<
Native Hawaiian<100<0<100<0
White169074101686701421866414
Two or more races<100<0<100<0
Students with Disabilities<100<0<<<<<100<0
Economically Disadvantaged-91919-7979216857915
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 Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students1177662386860326645836
Female1176662496960317645736
Male1078672286860325635937
Asian<<<<<<<<<100<0
Black570653035956411525148
Hispanic7807320117463263605740
Native Hawaiian<100<0<100<0<100<0
White178870121480662012816819
Two or more races<<<<<<<<7736727
Students with Disabilities526217432927714211779
Economically Disadvantaged771642935956412555245
English Learners<<<<<<<<<<<<
Grade 5 Science Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students17705330125946414484352
Female15644936146047408564844
Male20765624115746431414059
Asian<<<<<100<0<100<0
Black1159484134441561323068
Hispanic<100<0<<<<<<<<
White27876013217555259726328
Two or more races<100<0<<<<<<<<
Students with Disabilities1725875-1717836251975
Economically Disadvantaged1363503755146492373563
English Learners<<<<<<<<
Grade 8 Science Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students15735727976672412685632
Female19745526107363279655635
Male12715929879712115715629
Asian<100<0<100<0<100<0
Black863563796960313555245
Hispanic<100<0<<<<<<<<
White208464161185751523826018
Two or more races<<<<<100<0
Students with Disabilities-292971104333571119781
Economically Disadvantaged865573557066307605340
Biology Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students281791976860322656335
Female285831596758333625938
Male176742466863321686732
Black1767524-6161391575643
Hispanic<<<<<<<<<<<<
White3908610157661245777323
Students with Disabilities<<<<-8892-111189
Economically Disadvantaged-77772316059401605940
Chemistry Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students20937371287751317877013
Female16907310987781324795521
Male2697713188668145100950
Asian<100<0<100<0
Black78880124807620-838317
Hispanic<100<0<100<0<100<0
White3498632209474628886012
Students with Disabilities<<<<
Economically Disadvantaged139077106787222-838317
English Learners<100<0
Earth Science Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students2747226-5252483646236
Female3706730-5050503676333
Male2797721-5454461616039
Asian<100<0<100<0<100<0
Black-707030-454555-515149
Hispanic<<<<<<<<<<<<
Native Hawaiian<100<0<100<0
White6837717-6969316878113
Students with Disabilities-8892-222278-141486
Economically Disadvantaged-727228-4646541555445
English Learners<<<<<<<<
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

History

History Performance: All Students

Virginia public school students are assessed in history and social science following instruction in Virginia Studies in elementary school, Civics and Economics in middle school, and at the conclusion of the following secondary courses: World History and Geography to 1500, World History and Geography 1500 to the Present, World Geography, and Virginia and U.S. History. Use the drop down menu above the chart to select a specific history or social science test. Use the menu below the chart to select assessment results for a specific group of students.

Virginia’s History and Social Science Standards of Learning are designed to

  • develop the knowledge and skills of history, geography, civics, and economics that enable students to place the people, ideas, and events that have shaped our state and our nation in perspective;
  • instill in students a thoughtful pride in the history of America through an understanding that what “We the People of the United States” launched more than two centuries ago was not a perfect union, but a continual effort to build a “more perfect” union, one which has become the world’s most successful example of constitutional self-government;
  • enable students to understand the basic values, principles, and operation of American constitutional democracy;
  • prepare students for informed, responsible, and participatory citizenship;
  • develop students’ skills in debate, discussion, and writing; and
  • provide students with a framework for continuing education in history and the social sciences.

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

Overall Student Performance: History Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students188062201677612312665434
Female177962211677612312665434
Male188062201778612212665434
American Indian<100<0<<<<<<<<
Asian<100<0<<<<40905010
Black1175642597061304565244
Hispanic186547352184631617735727
Native Hawaiian<100<0<100<0<100<0
White258762132486621421775623
Two or more races<<<<<100<07797121
Students with Disabilities-23237753529652262374
Economically Disadvantaged13756225107363277585142
English Learners<<<<<<<<-606040
VA & US History Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students1086771478376177726528
Female884761648076205757025
Male118877121187761310696031
Asian<100<0<<<<
Black482781817675242686632
Hispanic<<<<<100<0<<<<
White1895775169376714796621
Students with Disabilities-555545<<<<<<<<
Economically Disadvantaged881731937876223676433
English Learners<100<0<<<<
World History I Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students6726628127664242474553
Female6716529147157292484652
Male6736727108171192464454
American Indian<100<0
Asian<100<0<100<0<100<0
Black367643316665341353465
Hispanic<<<<<100<0<<<<
Native Hawaiian<100<0<100<0<100<0
White9797021198566155605540
Students with Disabilities---1004353065-8892
Economically Disadvantaged267653346965311363564
English Learners<<<<<<<<
World History II Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students9786822766593411665534
Female7736627568623215665234
Male1385731586355377676033
Black571662945954412535147
Hispanic<<<<<<<<<100<0
White179073101077672313806720
Two or more races<100<0<<<<
Economically Disadvantaged267653316159394534947
Civics & Econ Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students227453261378652215705530
Female287648241381671914675333
Male157358271476622415735827
Asian<100<0<100<0<100<0
Black10685732107161294585542
Hispanic<100<0<<<<<<<<
White318352172187661329825318
Two or more races<<<<<100<0
Students with Disabilities-6694-3333678191281
Economically Disadvantaged1071602977164296625638
VA Studies Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students428947114086461427744726
Female3692558489243831744426
Male498738133481471924755125
Asian<100<0<100<0<100<0
Black338551152878502213685532
Hispanic<100<0<<<<<<<<
White5796394569439652833117
Two or more races<100<0<100<0<<<<
Students with Disabilities-4040606443956-404060
Economically Disadvantaged368751133183521718705230
English Learners<100<0<100<0
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

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

2016-20172017-20182018-2019
State000
Division000
Number of recently arrived English language learners exempted from state reading assessments

Enrollment

Fall Membership by Grade

Grade2015-20162016-20172017-2018
Pre-kindergarten1088881
Kindergarten152170152
Grade 1147155147
Grade 2161155148
Grade 3147161146
Grade 4130144163
Grade 5144146138
Grade 6151153147
Grade 7145144154
Grade 8148151154
Grade 9190163185
Grade 10167190166
Grade 11146161138
Grade 12168153141
Total Students2,1042,1342,060
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 Subgroups

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 Students210421342060
Female103510521045
Male106910821015
American Indian223
Asian263027
Black119212121151
Hispanic557774
Native Hawaiian556
White782755742
Two or more races425357
Students with Disabilities287300288
Not Students with Disabilities181718341772
Economically Disadvantaged134514221308
Not Economically Disadvantaged759712752
English Learners293135
Not English Learners207521032025
Military Connected16128
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 StudentsDivision607813065
State4978334419271095854981970
FemaleDivision36295001
State27214151999363331873682
MaleDivision24498064
State2256919220177462536251288
AsianDivision<<<<0<
State45731128821711553
BlackDivision335612054
State79241059810702211500849
HispanicDivision<<<<0<
State47504926292891961258
WhiteDivision24191011
State299871610411585831717709
Students with DisabilitiesDivision0713000
State1022603427101341173104
Economically DisadvantagedDivision325012004
State959515820159443026401137
English LearnersDivision<<<<0<
State1518329526534162581
HomelessDivision<<<<0<
State203616882523657
Military ConnectedDivision<<<<0<
State175295542122029
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 Students16215193.215193.263.7
Female717098.67098.600
Male918189818966.6
Asian0<100<10000
Black11010191.810191.854.5
Hispanic0<100<10000
White464495.74495.712.2
Students with Disabilities20201002010000
Economically Disadvantaged989495.99495.900
English Learners0<100<10000
Homeless0<100<10000
Military Connected0<100<10000
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Gap Group 1 = Students with Disabilities, English Language Learners, Economically Disadvantaged Students (unduplicated)
Gap Group 2 = Black Students
Gap Group 3 = Hispanic Students
Unduplicated = Students are able to be in two gap groups

Advanced Program Information: Number and Percentage of Students Enrolled in Advanced Programs

Advanced Program Information
Count/Percentage
Program Type2014-20152015-20162016-2017
Advanced Placement Test Taken -36 / 5.37%35 / 5.25%
Advanced Placement Course Enrollment -48 / 7.15%46 / 6.9%
Dual Enrollment -163 / 24.29%151 / 22.64%
Governor’s School Enrollment -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
State800295758128
FemaleDivision624134
State404633112723
MaleDivision784542
State395662645433
AsianDivision0<100
State5267459213
BlackDivision865338
State171681128234
HispanicDivision0<100
State8078522135
WhiteDivision513237
State457613375026
Students with DisabilitiesDivision10<100
State5663303146
Economically DisadvantagedDivision774542
State224091294842
English LearnersDivision0<100
State5212340435
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--6
 State-41393623
State LicensuresDivision-66
 State-17901964
Industry CertificationDivision-198238
 State-100544109590
Workplace ReadinessDivision---
 State-3077542313
Total Credentials EarnedDivision-204250
 State-137248157490
Students Earning One or More CredentialsDivision-152213
 State-109089126113
CTE CompletersDivision-11588
 State-4240440516
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
 2013-20142014-20152015-2016
Percentage of fiscal year division
operating expenditures for instructional costs
6361.660.5

Statewide Expenditures

The state Board of Education prescribes the following major classifications for expenditures of school funds: instruction; administration, attendance and health; pupil transportation; operation and maintenance; school food services and other non-instructional operations; facilities, debt and fund transfers; technology; and contingency reserves.

Instructional costs include the salaries and benefits paid to teachers, teacher aides, principals, assistant principals, librarians, and guidance counselors; expenditures for textbooks; and expenditures for students to participate in regional and virtual instructional programs.

School State - Percentage of Expenditures
 2013-20142014-20152015-2016
Percentage of fiscal year state
operating expenditures for instructional costs
66.867.166.9

Sources of Financial Support and Total Per Pupil Expenditures for Operations

Division Per-Pupil Spending

School divisions report annually on expenditures and appropriations to meet each locality’s required local effort in support of the Standards of Quality and local match requirements for incentive and lottery-funded programs. The amount by which school divisions exceed these required minimums varies based on local decisions and circumstances.

Most state support for public education is equalized to reflect each division’s capacity to support the required educational program. The Composite Index of Local Ability-to-Pay determines state and local shares of Standards of Quality costs for each division and local match requirements for incentive and lottery-funded programs. A portion of state sales tax revenues is distributed in support of public education based on school-age population estimates.

The federal government provides assistance to state and local education agencies in support of specific federal initiatives and mandates, such as instructional services for economically disadvantaged students and students with disabilities.

School Division - Per-Pupil Spending
 Local FundingStateFederal
2013-20143,789.005,968.001,230.00
2014-20153,774.006,276.001,233.00
2015-20164,030.006,354.001,131.00

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 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
Subgroup2015-20162016-20172017-2018
All Students94.493.7594.07
Female94.469494.02
Male94.3593.5294.12
American Indian88.5793.7993.31
Asian97.179797.66
Black94.7893.6894.07
Hispanic94.6994.1293.63
Native Hawaiian98.2997.5296.76
White93.793.6393.92
Two or more races94.3894.5794.83
Students with Disabilities93.6692.992.88
Economically Disadvantaged93.8193.4393.73
English Learners94.6994.7396.35
Foster Care91.4595.78
Military Connected94.1496.2195.86
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 Offenses19
Technology Offenses<
Offenses Against Student128
Offenses Against Staff28
Weapons Offenses17
Property Offenses11
All Other Offenses29
Other Offenses Against Persons133
Disorderly or Disruptive Behavior Offenses226
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 Indian0.0910.320.0950.320.094
Asian1.0051.2361.4060.27
Black57.14969.8156.65477.0256.79572.25
Hispanic2.9691.32.6140.973.6082.2
Native Hawaiian0.2280.2380.234
White36.63828.5737.16721.0435.3821.7
Two or more races1.9191.9960.652.4843.57
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 Indian0.0910.0950.094
Asian1.0051.2361.406
Black57.14988.8956.65485.7156.79566.67
Hispanic2.9692.6143.608
Native Hawaiian0.2280.2380.234
White36.63811.1137.16714.2935.3833.33
Two or more races1.9191.9962.484
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 Indian0.0910.0950.094
Asian1.0051.2361.406
Black57.14910056.65433.3356.795
Hispanic2.9692.6143.608
Native Hawaiian0.2280.2380.234
White36.63837.16766.6735.38
Two or more races1.9191.9962.484
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
2015-201646%49%2%3%
2016-201750%45%2%3%
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
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