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General school information

Division: Prince George County Public Schools
Address: 6410 Courts Rd Prince George, VA 23875
Superintendent: Renee Williams
Region: 1
Division Website (opens new window)
Schools in this Division (opens new window)

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

Performance Snapshot

Accountability

Accountability

Assessments

Assessments

Enrollment

Enrollment

College & Career Readiness

College & Career Readiness

Finance

School Finance

Learning Climate

Learning Climate

Teacher Quality

Teacher Quality


Accountability

Accreditation Status

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

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

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

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

Total Number of Schools8
Fully Accredited7
Partially Accredited: Approaching Benchmark-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 StudentsDivision858286
 Virginia858687
FemaleDivision918588
 Virginia898990
MaleDivision808083
 Virginia828384
American IndianDivision<100100
 Virginia848481
AsianDivision100<<
 Virginia909293
BlackDivision838286
 Virginia797981
HispanicDivision858888
 Virginia767675
WhiteDivision868285
 Virginia899091
Two or more racesDivision897291
 Virginia888989
Students with DisabilitiesDivision494358
 Virginia535354
Economically DisadvantagedDivision807578
 Virginia757578
English LearnersDivision<<
 Virginia676762
Gap Group 2Division838286
 Virginia797981
Gap Group 3Division858888
 Virginia767675
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Assessments

Student Achievement by Proficiency Level

Reading

Reading Performance: All Students

Virginia students are assessed annually in reading in grades 3-8 and once in high school with an end-of-course reading test. Use the drop down menu above the chart to view the results for a specific reading test. Use the menu below the chart to select assessment results for a specific group of students.

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

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

Overall Student Performance: Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students138167191584691615857015
Female158469161786691418876913
Male127866221282691813837117
American Indian178367171380672017836717
Asian22866514209373826886212
Black77668241080712010807120
Hispanic158065201483691714857115
Native Hawaiian208060202777502321826118
White168468161786681418886912
Two or more races18826418178769132193727
Students with Disabilities114332571150395011544446
Economically Disadvantaged9746526978692210796921
English Learners256544456460365767124
Grade 3 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students178265181585711521856315
Female208868121785681524866214
Male157763231386731418846616
American Indian<<<<<100<0<100<0
Asian<<<<<100<0<<<<
Black67770231486721414796521
Hispanic257651241378652218856715
Native Hawaiian<<<<<<<<<<<<
White218867121486711425886412
Two or more races2380582024936973491579
Students with Disabilities124735531866483417634637
Economically Disadvantaged147763231084731611817019
English Learners-808020146450367867914
Grade 4 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students168367171983641722896711
Female18897111228765132591659
Male147763231680642019866814
American Indian<100<0<<<<<<<<
Asian<100<0<100<0<100<0
Black107969211079692117866914
Hispanic1293817167963211992748
Native Hawaiian<<<<<100<0<100<0
White208363172787601324896411
Two or more races17796221118676143696614
Students with Disabilities235734431057464311645336
Economically Disadvantaged108070201279672117846716
English Learners<<<<<100<010706030
Grade 5 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students228563152183621725886312
Female238662142490661029896011
Male218463161978582220866614
American Indian<100<0<100<0<100<0
Asian<100<0<100<0<<<<
Black147864221682661814816619
Hispanic22826018229169919886912
Native Hawaiian<100<0<<<<<100<0
White268963112483591730895911
Two or more races258964111886681437100630
Students with Disabilities53328672152304811544346
Economically Disadvantaged137461261482671817816419
English Learners<<<<<<<<<<<<
Grade 6 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students147663241579642113806720
Female147763231879622115857015
Male137663241379672111756425
American Indian<<<<<<<<<<<<
Asian<<<<<100<0<100<0
Black9726328117665244767224
Hispanic177862221079692115816619
Native Hawaiian<<<<<100<0<<<<
White147763231881631919826318
Two or more races15856915218261187867914
Students with Disabilities1747305373225689362764
Economically Disadvantaged970603096959317726528
English Learners-505050<<<<<<<<
Grade 7 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students138572151589741114887412
Female178872121690741017897211
Male98172191488741211877613
American Indian<100<0<100<0<100<0
Asian<<<<<<<<<<<<
Black8847616118675149887912
Hispanic11847316119181913857315
Native Hawaiian<100<0<<<<<100<0
White13847116189173918897111
Two or more races31885613189375716846816
Students with Disabilities7413459125543458635637
Economically Disadvantaged880712068780137837617
English Learners<<<<<<<<<<<<
Grade 8 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students770633097768238787022
Female97566251181691910786822
Male665603577367275787322
American Indian<100<0<100<0<100<0
Asian<<<<<<<<<<<<
Black458544247066306726628
Hispanic9635337117059306756925
Native Hawaiian<100<0<100<0<<<<
White10817119118271189817219
Two or more races457524314806620892858
Students with Disabilities928197243733636514449
Economically Disadvantaged357544346460361686632
English Learners<<<<<<<<<<<<
EOC English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students586811488981114908510
Female68580151191809692868
Male486821468782133878413
American Indian<100<0<100<0<100<0
Black184831648379173807720
Hispanic476722411928185898411
Native Hawaiian<100<0<100<0<<<<
White88880121193827595905
Two or more races-92928168974113100970
Students with Disabilities2474553353494715483353
Economically Disadvantaged178772258378171878613
English Learners<<<<<<<<<<<<
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Writing

Writing Performance: All Students

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

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

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

Overall Student Performance: Writing Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students147460261578632214766224
Female198162191984651617826518
Male96758331071612912715929
American Indian<<<<<100<0<<<<
Asian<<<<27876013<<<<
Black665583597263289706130
Hispanic9726328146955318746526
Native Hawaiian<100<0<100<0-676733
White208060201882641819816219
Two or more races157965211785671520755525
Students with Disabilities4272473634286610382862
Economically Disadvantaged865573566660346595341
English Learners-333367-505050-585842
Grade 8 Writing Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students12655435116958317655835
Female15745926167963217716429
Male855484575952416585142
American Indian<<<<<100<0<<<<
Asian<<<<<<<<<<<<
Black653474796455364555145
Hispanic9645536115847422666434
Native Hawaiian<100<0<100<0<<<<
White17745726127361279716129
Two or more races4676333218261184545046
Students with Disabilities520158042924715332867
Economically Disadvantaged753464765953412464454
English Learners<<<<<<<<<<<<
EOC Writing Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students168266181886671422876613
Female22876513238966112792668
Male107767231382691817826618
American Indian<100<0<100<0<100<0
Black77770231079692113827018
Hispanic87971211780632016846816
Native Hawaiian<100<0<100<0<<<<
White2386631424916692891639
Two or more races2592678118978113493597
Students with Disabilities2383563841335917452955
Economically Disadvantaged9786922675692512796721
English Learners<<<<<<<<<<<<
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Math

Math Performance: All Students

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

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

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

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

Overall Student Performance: Math Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students158065201583681713826818
Female158267181585691513847016
Male147763231580662013796621
American Indian3065353519886913-757525
Asian289668440945562995665
Black973642797869226767024
Hispanic158368181684681612857315
Native Hawaiian238664142077572323876413
White178366171885671518846616
Two or more races188466161787691314857115
Students with Disabilities9403160114938519494051
Economically Disadvantaged10756525107767238756725
English Learners1173632787062305746826
Grade 3 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students188264181387741315826718
Female19846516985761516826618
Male178063201689731113826818
American Indian<<<<<100<0<100<0
Asian<100<0<100<0<<<<
Black1077672388779137787122
Hispanic277750231380672011897811
Native Hawaiian<100<0<100<0<100<0
White218766131588721220816219
Two or more races15806520109383721886712
Students with Disabilities11493851206949319554545
Economically Disadvantaged1375622588274186787222
English Learners-90901077367277867914
Grade 4 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students339259836925682691659
Female319564538955752593697
Male358955113489551127886112
American Indian<100<0<<<<<100<0
Asian<100<0<100<0<100<0
Black27936672688621210897911
Hispanic329764335966142996674
Native Hawaiian<<<<<100<0<100<0
White359156941935273591569
Two or more races41864514389254824866214
Students with Disabilities25573243186244389615239
Economically Disadvantaged26936772788611214847016
English Learners<<<<<100<010807020
Grade 5 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students278760132587611322876513
Female29875813278963112591669
Male248763132484601620836317
American Indian<100<0<100<0<<<<
Asian<100<0<100<030906010
Black17836617168670147766824
Hispanic18887012278760132093747
Native Hawaiian<100<0<<<<<100<0
White31895811298858123392598
Two or more races46924682681561921896811
Students with Disabilities23028702251294913523948
Economically Disadvantaged157964211887701315826718
English Learners<<<<<<<<10908010
Grade 6 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students118372171486721414877313
Female98576151685691513897611
Male138068201288761215857015
American Indian<<<<<100<0<<<<
Asian<<<<<100<0<100<0
Black480762078073208867814
Hispanic1284721698879121294826
Native Hawaiian<100<0<100<0<<<<
White138270181888701219876813
Two or more races1296854219170910877713
Students with Disabilities15463154540346011423158
Economically Disadvantaged675682567973217817419
English Learners-505050<<<<<<<<
Grade 7 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students874662677770237767024
Female978692267771238756825
Male670643077669245777223
American Indian<100<0<<<<<100<0
Asian<100<0<100<0<100<0
Black568633277265286696331
Hispanic37269288776923-787822
Native Hawaiian<<<<<<<<<100<0
White976672457974218787022
Two or more races16846816481771910837217
Students with Disabilities4302670134432567443856
Economically Disadvantaged668623246965313646136
English Learners<100<0<<<<-707030
Grade 8 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students455524525654441636237
Female554504615655442656335
Male357544325654441626138
American Indian<100<0<100<0
Asian<<<<<<<<<100<0
Black3474453-4848522636137
Hispanic-7575254585442-565644
White659534125754431626138
Two or more races-636337-838317-767624
Students with Disabilities1229177143026707423658
Economically Disadvantaged1535247-565644-555545
English Learners<<<<<100<0<<<<
Algebra I Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students779722187869226787322
Female8847516128270186837717
Male575702547369275746826
American Indian<<<<<100<0<100<0
Asian9100910<<<<<100<0
Black674682657570252706830
Hispanic4827918148369172767424
Native Hawaiian<100<0<<<<<100<0
White881731997869228837517
Two or more races-87871397061309766724
Students with Disabilities-393961-434357-434357
Economically Disadvantaged473692746965312716929
English Learners<<<<<<<<<<<<
Geometry Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students571662987668246736827
Female474702668276187766924
Male667623397161295716629
American Indian<100<0<<<<
Asian<100<040905010<100<0
Black257554346460362656335
Hispanic7726528582771810776723
Native Hawaiian<100<0<<<<<<<<
White7787222108373177787122
Two or more races-7676241590751010867614
Students with Disabilities-262674-414159-414159
Economically Disadvantaged262603876760336676133
English Learners<<<<<100<0<<<<
Algebra II Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students1783661715947861996784
Female2085661513948161499851
Male1581661918937572593697
American Indian<100<0<100<0
Asian<100<0<100<0<100<0
Black107768238938571094846
Hispanic21866614178871132196754
White2085661519947562398752
Two or more races13816919101009001195845
Students with Disabilities-808020<<<<<100<0
Economically Disadvantaged784771658883121397843
English Learners<100<0<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

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 Students118372171484701613867314
Female98273181384711613867314
Male128472161584691613867314
American Indian<<<<<100<01891739
Asian3096674249167923906710
Black374702677770235797321
Hispanic128270181281681911867514
Native Hawaiian89283813736027-848416
White158974111889701118897211
Two or more races14887412189072101896784
Students with Disabilities244425654944517575043
Economically Disadvantaged577722398071208807220
English Learners4575243-606040-696931
Grade 5 Science Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students18917392688611224866214
Female168872122589641125876213
Male20937372786581424856115
American Indian<100<0<100<0<100<0
Asian<100<0<100<010706030
Black9887912178467169797121
Hispanic20947362587621320836317
Native Hawaiian<100<0<<<<<100<0
White22916993190581035905510
Two or more races259267830936372995665
Students with Disabilities56358371457434310534447
Economically Disadvantaged88678141987681316786322
English Learners<<<<<<<<-707030
Grade 8 Science Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students578732257973215827718
Female378762257973214787422
Male777712367974215868114
American Indian<100<0<100<0<100<0
Asian<<<<<<<<<100<0
Black165653526967312757325
Hispanic977672327067302807820
Native Hawaiian<100<0<100<0<<<<
White787811378578156857915
Two or more races475712517907310896884
Students with Disabilities138376214341575555045
Economically Disadvantaged369663127068301757425
English Learners<<<<<<<<<<<<
Biology Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students118372171484711612857315
Female98273181387741313857315
Male138470161482671811847216
American Indian<100<0<100<0<<<<
Asian<100<0<<<<<100<0
Black472682837571255777223
Hispanic9837417989801112837117
White169074102189681115897411
Two or more races892858199071101895775
Students with Disabilities2434157-373763-535347
Economically Disadvantaged774672638077206807420
English Learners<100<0<<<<-505050
Chemistry Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students10807020127967211291799
Female979702187667241091819
Male118170191683671714907610
Asian<100<0<100<0<100<0
Black172712877265284858115
Hispanic982731813705730896884
Native Hawaiian<100<0<100<0<100<0
White15836917158469161892748
Two or more races128876127797121996874
Students with Disabilities<<<<<<<<<<<<
Economically Disadvantaged67872226767024892858
English Learners<<<<<<<<
Earth Science Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students98373171490761010887912
Female88273181390771011887712
Male1084741615917698888112
American Indian<<<<<100<0<100<0
Asian<100<0<<<<<100<0
Black273712778477164797421
Hispanic972632810847316694896
Native Hawaiian<<<<<<<<<100<0
White1490761019967741392798
Two or more races12917996948961996784
Students with Disabilities234326645956414615839
Economically Disadvantaged1757425118473165827718
English Learners<<<<<<<<<<<<
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

History

History Performance: All Students

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

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

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

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

Overall Student Performance: History Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students278962112789621128906310
Female25876213248965112591669
Male299061103190591031905910
American Indian<<<<301007001891739
Asian429250834946064093537
Black178467161984641619866714
Hispanic25876213279063102891639
Native Hawaiian2392698299364717786122
White339259832926183292608
Two or more races379457635925783795595
Students with Disabilities136047401464493614655135
Economically Disadvantaged188567152285631523856215
English Learners167660241672562810847416
VA & US History Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students98374171286741412907810
Female9776823108172191091819
Male108979111590761013897511
American Indian<100<0<100<0<100<0
Black174732677872225837817
Hispanic779712111958451194836
Native Hawaiian<100<0<100<0<<<<
White15897311169073101793767
Two or more races8928482588631314100860
Students with Disabilities256544487365273464354
Economically Disadvantaged573692777871225847816
English Learners<<<<<<<<<100<0
World History I Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students248763132488641218866814
Female228765131987681318876913
Male268761133089591119856515
American Indian<<<<<100<0<<<<
Asian<<<<60903010<100<0
Black148268181379662113786522
Hispanic208060201587721315907610
Native Hawaiian<<<<<100<0<100<0
White2891629329461621906910
Two or more races42100580289467631885812
Students with Disabilities-5252481156444410615139
Economically Disadvantaged118372171583681710786722
English Learners<<<<<<<<<<<<
World History II Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students15867114199071102595705
Female11837217118977111994756
Male2090701028926383296644
American Indian<100<0<100<0<100<0
Asian<100<0<<<<<100<0
Black783761788779131395825
Hispanic178367171684681624100760
White2188681226926683094646
Two or more races89283826967043392588
Students with Disabilities2193717<<<<15624638
Economically Disadvantaged982731897870222095765
English Learners<100<0<100<0<100<0
Civics & Econ Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students218968112088691218876913
Female2092728209171913867314
Male228664141985661524886412
American Indian<100<0<100<0<100<0
Asian<<<<<100<0<<<<
Black108374171583681712857315
Hispanic14917791185741510806920
Native Hawaiian<100<0<100<0<<<<
White3194626239168923896611
Two or more races17887113279063102092728
Students with Disabilities547425335248485635738
Economically Disadvantaged11887613118271189807120
English Learners<<<<<<<<<<<<
VA Studies Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students639733363963346495315
Female609636463983526397343
Male679730363943166593297
American Indian<100<0<100<0<100<0
Asian<100<0<100<050904010
Black539643457953855291399
Hispanic6110039069983026393307
Native Hawaiian<100<0<<<<<100<0
White689628464963247297253
Two or more races7395225679629470100300
Students with Disabilities417634242877492331764524
Economically Disadvantaged469448655964145692368
English Learners<100<0<100<02791649
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: 85.59 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-kindergarten124119113
Kindergarten464439485
Grade 1499475461
Grade 2501505466
Grade 3511480512
Grade 4460502483
Grade 5488469516
Grade 6507536473
Grade 7491498517
Grade 8488503496
Grade 9551504491
Grade 10500533510
Grade 11447462460
Grade 12428430463
Total Students6,4596,4556,446
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 Students645964556446
Female323232483196
Male322732073250
American Indian213222
Asian848167
Black204320272060
Hispanic644704717
Native Hawaiian375359
White321231463109
Two or more races418412412
Students with Disabilities676810802
Not Students with Disabilities578356455644
Economically Disadvantaged292930033030
Not Economically Disadvantaged353034523416
English Learners95101125
Not English Learners636463546321
Homeless161618
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 StudentsDivision2171971452016
State4977134413270494355291988
FemaleDivision130785177
State27208151939333271895690
MaleDivision8711994139
State2256319220177161636341298
American IndianDivision<<<<0<
State123127114284
AsianDivision<<<<<<
State45721127821711655
BlackDivision68915185
State79241059810692161508849
HispanicDivision15170010
State47494925291891967259
Native HawaiianDivision<<<<0<
State62634043
WhiteDivision12281841011
State299791609911555741732722
Two or more racesDivision660000
State23621474924317496
Students with DisabilitiesDivision33614070
State1022602927041321179106
Economically DisadvantagedDivision499664138
State959315817159242326561135
English LearnersDivision<<<<0<
State1518329526533162780
HomelessDivision<<<<<<
State203617882423755
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 Students46942891.343392.3204.3
Female22821393.421493.973.1
Male24121589.221990.9135.4
American Indian0<100<10000
Asian0<<<<<<
Black17816492.116592.784.5
Hispanic333297329713
Native Hawaiian0<100<10000
White23621189.421591.1104.2
Two or more races12121001210000
Students with Disabilities605388.35388.3711.7
Economically Disadvantaged17615185.815588.1137.4
English Learners0<100<10000
Homeless0<<<<<<
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 Taken59 / 3.06%2 / .1%111 / 5.77%
Advanced Placement Course Enrollment59 / 3.06%2 / .1%114 / 5.93%
Dual Enrollment240 / 12.46%253 / 13.12%141 / 7.33%
Governor’s School Enrollment20 / 1.04%23 / 1.19%21 / 1.09%
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 StudentsDivision39325236
State800255758028
FemaleDivision21015725
State404623112723
MaleDivision1839548
State395632645333
American IndianDivision0<100
State25416535
AsianDivision0<100
State5267459213
BlackDivision1298336
State171671128234
HispanicDivision432835
State8077522135
Native HawaiianDivision0<100
State1147336
WhiteDivision19412635
State457593374926
Two or more racesDivision181139
State3387249826
Students with DisabilitiesDivision201050
State5663303146
Economically DisadvantagedDivision1106145
State224061294742
English LearnersDivision0<100
State3672225539
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 AssessmentsDivision213327
 State397141393623
State LicensuresDivision999
 State167317901964
Industry CertificationDivision592724467
 State89541100544109590
Workplace ReadinessDivision42111103
 State336653077542313
Total Credentials EarnedDivision664877606
 State128850137248157490
Students Earning One or More CredentialsDivision499635489
 State104867109089126113
CTE CompletersDivision202254126
 State392914240440516
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

Advanced Placement Participation and Achievement

AP Achievement
2013-2014
Number of Test TakersNumber of Tests TakenNumber of Tests with Qualifying ScoresPercentage of Tests Passed
All Students11522016273.6%
2014-2015
Number of Test TakersNumber of Tests TakenNumber of Tests with Qualifying ScoresPercentage of Tests Passed
All Students11521415472%
2015-2016
Number of Test TakersNumber of Tests TakenNumber of Tests with Qualifying ScoresPercentage of Tests Passed
All Students10220012160.5%
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
68.468.666.8

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
2013-20142,402.005,718.001,277.00
2014-20151,958.006,024.001,362.00
2015-20162,650.006,117.001,361.00

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 Students6257363129158629041014819560744541682226041455178221
Female3150180597931232167410430502268210829892359098
Male3107183707931671947491302422886114305222088123
American Indian20311300202591217221
Asian85301903128341070601
Black20021002655200413047661916128567219611254779
Hispanic648351612671431118698551622679641824
Native Hawaiian29100433024930156511
White3069202788430492067598289922382117285422095105
Two or more races40419854032512940432128404331510
Students with Disabilities692481829719652531751722843759763552
Economically Disadvantaged26192379094282225111112627092791271552778302127153
English Learners7250086312897351261834
Homeless000012612234127613
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Attendance Rate

Attendance Rate: All Students

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

Attendance Rate
Subgroup2014-20152015-20162016-2017
All Students95.6495.2494.82
Female95.5695.1994.84
Male95.7195.394.79
American Indian95.6894.4593.42
Asian96.5697.7397.49
Black95.9295.5895.14
Hispanic95.795.2894.83
Native Hawaiian96.3997.0495.93
White95.3894.9194.51
Two or more races95.8395.495
Students with Disabilities94.6494.5593.63
Economically Disadvantaged9594.2393.7
English Learners96.4896.0495.57
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

Standards of Accreditation (SOA) Offenses Data

2016-2017 Offenses
 Number of Offenses
Alcohol, Tobacco, and Other Drug Offenses29
Technology Offenses30
Offenses Against Student18
Offenses Against Staff<
Weapons Offenses<
Property Offenses27
All Other Offenses22
Other Offenses Against Persons208
Disorderly or Disruptive Behavior Offenses408
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 Indian0.3250.4960.730.341
Asian1.3010.21.2550.151.0390.32
Black31.6349.531.40248.9831.95850.48
Hispanic9.9718.0210.90610.211.1237.56
Native Hawaiian0.5730.40.8210.440.9150.16
White49.72937.0748.73732.9448.23135.37
Two or more races6.4724.816.3836.566.3926.11
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 Indian0.3250.4960.341
Asian1.3011.2551.039
Black31.6346.1531.4025031.95820
Hispanic9.97110.9063011.123
Native Hawaiian0.5730.8210.915
White49.72953.8548.7372048.23180
Two or more races6.4726.3836.392
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 Indian0.3250.4960.341
Asian1.3011.2551.039
Black31.6331.40231.958
Hispanic9.97110.90611.123
Native Hawaiian0.5730.8210.915
White49.72948.73748.231100
Two or more races6.4726.3836.392
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 Students39.1939.2740.74
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 Students40.6843.1146.5
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 Students75.6376.3977.13
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Teacher Quality

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Student-Teacher Ratio

2015-2016 Grades K-7 Student Teacher Ratio: 13.61 : 1

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

2015-2016 Grades 8-12 Student Teacher Ratio: 12.55 : 1

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

Provisionally Licensed Teachers

Provisionally Licensed Teachers
 2015-20162016-2017
Provisional6%6%
Provisional Special Education2%1%
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

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

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

Percentage of Core Academic Classes Taught by Teachers Not Meeting the Federal Definition of Highly Qualified
 2014-20152015-20162016-2017
Division
All Schools100%2%-
High Poverty---
Low Poverty-3%1%
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
2014-201554%44%1%1%
2015-201656%42%0%2%
2016-201757%40%0%3%
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
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