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General school information

Division: Prince William County Public Schools
Address: 14715 Bristow Road Manassas, VA 20112
Superintendent: Dr. Steven L. Walts
Region: 4
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 Schools91
Unknown1
Fully Accredited79
Accreditation Denied1
Partially Accredited: Approaching Benchmark-Pass Rate3
Partially Accredited: Warned School-Pass Rate5
Conditionally Accredited: New 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 SubgroupType2013-20142014-20152015-2016
All StudentsDivision848686
 Virginia848586
FemaleDivision888990
 Virginia888989
MaleDivision818382
 Virginia818283
American IndianDivision658096
 Virginia788484
AsianDivision919294
 Virginia909092
BlackDivision818484
 Virginia777979
HispanicDivision757777
 Virginia767676
Native HawaiianDivision7393100
 Virginia868992
WhiteDivision929291
 Virginia898990
Two or more racesDivision888690
 Virginia898889
Students with DisabilitiesDivision484848
 Virginia525353
Economically DisadvantagedDivision737676
 Virginia747575
English LearnersDivision707072
 Virginia676767
Gap Group 2Division818484
 Virginia777979
Gap Group 3Division757777
 Virginia767676
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 Students178164191880632018806220
Female198465162083631721836317
Male157863221577622316776123
American Indian168467161480662010776723
Asian258964112589641127896311
Black127563251274632613756225
Hispanic117362271171602911716029
Native Hawaiian187759231986671422886612
White249066102589651126906410
Two or more races198464162184631623846116
Students with Disabilities135138491349375113523948
Economically Disadvantaged107060301069593110695831
English Learners9625338961523911665534
Grade 3 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students207858221778612219745526
Female218160191780632021785722
Male187557251675592518715329
American Indian4087471320735327<<<<
Asian278659142188661229865814
Black137158291071612913685532
Hispanic177053301571552915665134
Native Hawaiian3373402718715329991829
White258762132187651326855915
Two or more races198163191881631920745426
Students with Disabilities225937411955364518584042
Economically Disadvantaged156853321368553213645036
English Learners176952311569543116654935
Grade 4 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students228058201977592321805820
Female258357172281591923826018
Male187759231574592620775723
American Indian44100560-7979217716429
Asian31926182586611429895911
Black177356271372582816745826
Hispanic147359271268573215725728
Native Hawaiian25755025299364733835017
White308859122688611229885912
Two or more races258054202481571923836017
Students with Disabilities175841421652364814574343
Economically Disadvantaged137057301167553312705830
English Learners127058301065553514715629
Grade 5 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students228158192582571825825718
Female248359172884571628855715
Male207857222279572122795721
American Indian-535347469246821795721
Asian35905510399354733895611
Black157358271775582521795821
Hispanic147359271574592615745926
Native Hawaiian-737327389456619816319
White319059103590551034905610
Two or more races268357173485511533875413
Students with Disabilities135037501754374616563944
Economically Disadvantaged127058301472582814725828
English Learners86658341068593214725828
Grade 6 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students187759232277562321775723
Female208161192581551923815819
Male177457261874562619745526
American Indian247653241969503115695431
Asian27875913328958113391579
Black127058301369573115715729
Hispanic106656341467543311685732
Native Hawaiian<100<088375171493797
White268862123188571231875613
Two or more races258156192782551827825518
Students with Disabilities114028601140296011433157
Economically Disadvantaged96454361164533610655535
English Learners545405564741539645636
Grade 7 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students188366171983651719836417
Female228765132187661323866314
Male137966211680642015806520
American Indian1687711367267287867914
Asian2588641225916692892648
Black137764231378652213776423
Hispanic107666241075642511756425
Native Hawaiian<<<<<<<<<<<<
White259166927926482792658
Two or more races188669142488641223876413
Students with Disabilities9463754947385310504050
Economically Disadvantaged107263281073632710716229
English Learners553484764842526696331
Grade 8 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students137865221476612415776123
Female168267181680642018806320
Male107464261372592813736027
American Indian8888012148369175746826
Asian219069102083631726886312
Black97062301168573210695931
Hispanic868603286658348655735
Native Hawaiian<<<<8837517<<<<
White178871122187661322896711
Two or more races138269181681651922805920
Students with Disabilities10413159838296211403060
Economically Disadvantaged765583576255387615439
English Learners541365953631644474353
EOC English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students890831088981118888012
Female79285810918199908110
Male888801268781137868014
American Indian-858515-909010-878713
Asian109181910907910991829
Black387841358580155858015
Hispanic485811538278183807720
Native Hawaiian-6767331090801010100900
White139683412958351395825
Two or more races8948669948561194836
Students with Disabilities863553766054408625438
Economically Disadvantaged483801738077203787522
English Learners1696831-6161391585642
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 Students228058202078582225795521
Female278558152685591530845416
Male167458261573572720755625
American Indian137765231981631910796921
Asian34895511348753133991529
Black127260281372592817735627
Hispanic127160291070603013695531
Native Hawaiian259065102584591633895611
White318857123087571335895311
Two or more races288355172483591729845416
Students with Disabilities1043335783930618443656
Economically Disadvantaged10685832966573412675533
English Learners251494924846523494651
Grade 8 Writing Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students207454261771542922735127
Female278155192279572128795121
Male146754331364513616675133
American Indian-747426178063206716529
Asian368953113384511637905310
Black126453361262503816644836
Hispanic10655535962533811615039
Native Hawaiian<<<<17675033<100<0
White298455162481571930845316
Two or more races257853221976572427754825
Students with Disabilities933246782720736332767
Economically Disadvantaged9615239857494310594841
English Learners236346433127694433957
EOC Writing Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students238562152385621528865814
Female278962112989601132885612
Male198263181881631923836017
American Indian248056202283611712847216
Asian33905610359055104092518
Black138168191481661918816319
Hispanic137865221278662216776123
Native Hawaiian2592678309565530805020
White349358736925784094536
Two or more races31895811289062103293617
Students with Disabilities1155444595142499564644
Economically Disadvantaged127564251176652413756225
English Learners260594015857423565344
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 Students198061201779622117796221
Female208262181881631917806420
Male197859221777602317776023
American Indian14796521978692215796521
Asian369155934915793391589
Black127361271171612911716029
Hispanic137461261071612910716129
Native Hawaiian198667142585591524886412
White268762132488641223886412
Two or more races218361172082621821826118
Students with Disabilities124937511148375211483752
Economically Disadvantaged12715929106959319685932
English Learners116756331065553510675733
Grade 3 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students237856222279582122785622
Female238056202079592121795821
Male237755232379562123785422
American Indian2773472720806020<<<<
Asian3988491235915693791559
Black157155291573582714715729
Hispanic167458261371582914715629
Native Hawaiian408747132476532427100730
White308555153188581232885612
Two or more races268154192680552025785322
Students with Disabilities165336471450365016533647
Economically Disadvantaged157156291169583112685632
English Learners167357271270583015715729
Grade 4 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students298454162883551726825618
Female298456162784571623836017
Male308353172982541829815219
American Indian388850132787601314715729
Asian489648447924584094546
Black197455262076552419755625
Hispanic217958211878602217765824
Native Hawaiian318856134010060028835617
White3891539389153935905510
Two or more races348450163084541632845216
Students with Disabilities206040401959394114543946
Economically Disadvantaged197556251876582415725828
English Learners187859221877592317765924
Grade 5 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students328250182883541729825318
Female348451162984551629845516
Male318149192781541929805120
American Indian13534047389254829865714
Asian579235852954354591469
Black237350271773562722755325
Hispanic237754232178572218765824
Native Hawaiian189173956943864494506
White4191509369054104191499
Two or more races358449163386531433855215
Students with Disabilities155236481654384616533747
Economically Disadvantaged217352271974552617735627
English Learners187154291575602518745626
Grade 6 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students208464161781641914806620
Female218665141883651714826818
Male198262181679622113786522
American Indian1894766681751923856215
Asian339461635925882894666
Black13786522117261289746526
Hispanic1277652397465268726428
Native Hawaiian<100<025926782993647
White28916392590661019897011
Two or more races238663142285631518856815
Students with Disabilities125039501149375110504050
Economically Disadvantaged1175642587062307706230
English Learners664583646055408716329
Grade 7 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students461573945753433555245
Female466623436157393595641
Male457534345349473524848
American Indian9746526-424258-585842
Asian774672687567256655835
Black457534334946513494651
Hispanic355514524744532474553
Native Hawaiian<<<<<<<<<100<0
White470653047167295706530
Two or more races564593656358375625738
Students with Disabilities833246782820728302270
Economically Disadvantaged352494824644542444256
English Learners342395833330672454355
Grade 8 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students178366171377642315786322
Female198667141481671915816619
Male158065201272612815766124
American Indian15927784938977645736
Asian3394616268660143293617
Black1178672277163298686032
Hispanic1076662466761338696131
Native Hawaiian<100<014867114<<<<
White238966111986671419886912
Two or more races178669141681651920806020
Students with Disabilities10463654939306110423258
Economically Disadvantaged1074642666559357665934
English Learners558524244339577635637
Algebra I Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students979702187971217807220
Female1082721898374179847516
Male876682477669246767024
American Indian-74742637168297837717
Asian269166922937172191709
Black474702647570254757125
Hispanic572672837066303726928
Native Hawaiian-8282181080702021896811
White138673141288761211887712
Two or more races88274181184731610847416
Students with Disabilities-46455424947511525148
Economically Disadvantaged569653136966313716829
English Learners2626038-5958412646236
Geometry Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students148066201278662212776523
Female158266181279672112776623
Male137865221277652311776523
American Indian575702548581158817319
Asian3692568329159930896011
Black772662846864325676233
Hispanic670643056963315696331
Native Hawaiian89285896455368675833
White208868121888701216877113
Two or more races168872121384711616836717
Students with Disabilities345425524543551373663
Economically Disadvantaged769623166761335666134
English Learners359564135350473535147
Algebra II Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students228564152087671322896711
Female208565152087671321896811
Male248662142087661323896611
American Indian1891739-62623817887113
Asian349460638935574195545
Black137967211282701814847016
Hispanic178568151586711415836817
Native Hawaiian<<<<179275820907010
White26876113228866122492688
Two or more races228361172188671221906810
Students with Disabilities12625138117564259726328
Economically Disadvantaged178466161584691617846716
English Learners128674141183711714806520
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 Students158268181582671815826718
Female148269181482681814826818
Male158267181582661815816619
American Indian128372171487741312877513
Asian2492688269166926906410
Black775672587466268766824
Hispanic773652787264287716429
Native Hawaiian149076101585701519876813
White229270822927082393707
Two or more races198869121889711117887012
Students with Disabilities751444985143497514449
Economically Disadvantaged670633076962317706330
English Learners358554255651446595441
Grade 5 Science Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students198162192681551922795721
Female198263182681561922795721
Male198162192781551923795621
American Indian-8080203810062029865714
Asian3191609419252833865414
Black117362271774572616745826
Hispanic117362271772552812695731
Native Hawaiian8837517319463619886913
White2891639369154934905610
Two or more races228664143387541329855715
Students with Disabilities105343471450365011503850
Economically Disadvantaged107061301571562911675633
English Learners66660341167553312675533
Grade 8 Science Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students147966211580652015806520
Female127967211480662014806620
Male167964211679632117806320
American Indian17836717178669145746826
Asian25906510258964112991629
Black672662877164298736527
Hispanic667623366862326696231
Native Hawaiian<<<<15695431<<<<
White229169924916892592678
Two or more races188567151788701219876813
Students with Disabilities845385574639547494351
Economically Disadvantaged565603556560356676133
English Learners239376123735632535047
Biology Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students188264181180692012806820
Female188265181181701912827018
Male188264181279682112786622
American Indian189375747874221393807
Asian2993637239168921896711
Black872642847267286736727
Hispanic1073632747065305686332
Native Hawaiian14937971070603020876713
White289466620937372092728
Two or more races248864121389761213887512
Students with Disabilities447425324443562454355
Economically Disadvantaged869613146763334676333
English Learners152514814646541504950
Chemistry Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students168973111487731316907410
Female168973111388741215907610
Male178972111586711417907310
American Indian107060307867914-909010
Asian249571524936973195645
Black1184731678073208857715
Hispanic981721977871229857615
Native Hawaiian<100<0892838<100<0
White199374719947562195755
Two or more races2292698179073101692768
Students with Disabilities1173612777063307676133
Economically Disadvantaged882741887971219837317
English Learners374712636865329736427
Earth Science Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students583781758378176827618
Female381781958277186827718
Male684781658479166827618
American Indian4807620109585514867114
Asian39087107918498888012
Black176752427673242777523
Hispanic273712727372272727028
Native Hawaiian<<<<-1001000<<<<
White9938479948561293827
Two or more races68882129918398898211
Students with Disabilities254524616059401545346
Economically Disadvantaged170693017170292706830
English Learners-585842-595941-565644
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 Students278861122687611328896111
Female268862122487631326886312
Male298960112888601230895911
American Indian22886612208868121894766
Asian429654439945564296544
Black198465161882631820836417
Hispanic188263181781641919846516
Native Hawaiian1495815218968113996574
White369458635945963794576
Two or more races2991629279063103091619
Students with Disabilities146349371362503812625138
Economically Disadvantaged178063201579632117816419
English Learners157257281571572917776123
VA & US History Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students178871121686701418887012
Female158773131285731516867014
Male198970112088681220896911
American Indian108676142787601312100880
Asian2392708238966112794686
Black98576151080692012837217
Hispanic9817319979702111806920
Native Hawaiian-8282185908510<100<0
White269468623947162795685
Two or more races189274817927582292718
Students with Disabilities561563945955415635837
Economically Disadvantaged779712187668249786922
English Learners267663336360373666334
World History I Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students238765132087671321886812
Female228664141987681319886912
Male248965112287651322886612
American Indian23856215118675141997773
Asian439654438955753696604
Black138269181282701813847116
Hispanic158166191180692013837017
Native Hawaiian<100<0-90901043100570
White319463630946462994656
Two or more races28906210208969112391689
Students with Disabilities663573756156395615639
Economically Disadvantaged127867221078682210807020
English Learners669643156963316726728
World History II Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students188971111986661424886512
Female158773131683671720876713
Male21917092388651227896211
American Indian2289671158580151095865
Asian269670434966244296544
Black128371171180682013816919
Hispanic128270181276642416846816
Native Hawaiian14100860<<<<<<<<
White249672426936773294626
Two or more races18927582288661223896611
Students with Disabilities9635437962543810574743
Economically Disadvantaged128069201074642615816719
English Learners567623346056408726528
Geography Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students199980124997512399761
Female149986121997911799821
Male279971128987023499661
American Indian<100<0<100<0
Asian211007902410076026100740
Black109888214978331198872
Hispanic1197873121008801598832
Native Hawaiian<100<0<100<0<100<0
White28100720369962136100640
Two or more races231007702910071027100730
Students with Disabilities<<<<<<<<<<<<
Economically Disadvantaged1198862151008501597823
English Learners-1001000-1001000598933
Civics & Econ Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students328755132988591232895611
Female338956113090601032905710
Male328653142987581332885512
American Indian2691659249369724886512
Asian519545543945164795495
Black228462162184631623836017
Hispanic187759231782651819836417
Native Hawaiian<100<02592678<100<0
White469549542945364695495
Two or more races359156933915893392598
Students with Disabilities852454875648449564744
Economically Disadvantaged177760231479662117806320
English Learners553484745652449736427
VA Studies Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students448945114287451345904410
Female438946114087471342894811
Male458944114487431349904110
American Indian388850134685381531855415
Asian659732361953456197363
Black358550153781441936834717
Hispanic348551153184531637885112
Native Hawaiian319463653934075793367
White549339751924185493397
Two or more races488941114188471247894311
Students with Disabilities226442362260394020634237
Economically Disadvantaged308251183081511932835117
English Learners328351173285531538895211
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.

 

2012-20132013-20142014-2015
Percent of Kindergarten Students Meeting Literacy BenchmarksDivision: 92.61 State: 91.04Division: 91.5 State: 91.28Division: 90.83 State: 90.38

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-kindergarten1,0921,2051,166
Kindergarten6,3516,2626,244
Grade 16,5256,6706,607
Grade 26,8866,6246,770
Grade 36,9196,9006,777
Grade 46,5436,9567,073
Grade 56,6796,6457,076
Grade 66,4546,7296,703
Grade 76,7446,5086,856
Grade 86,6336,8606,604
Grade 97,3937,2987,669
Grade 106,5716,9567,103
Grade 115,8246,1516,462
Grade 126,0276,0296,235
Post Graduate001
Total Students86,64187,79389,346
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 Students866418779389346
Female420844270343503
Male445574509045843
American Indian247233222
Asian679871187428
Black178741820818395
Hispanic273562827429609
Native Hawaiian169189187
White287252834128096
Two or more races547254305409
Students with Disabilities97531013310536
Not Students with Disabilities768887766078810
Economically Disadvantaged371823309033012
Not Economically Disadvantaged494595470356334
English Learners188531885523479
Not English Learners677886893865867
Homeless193162150
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

College & Career Readiness

Diplomas and Completion

Class of 2016: All Students

Division

State

Most Virginia students earn either an Advanced Studies Diploma or a Standard Diploma.

To graduate with an Advanced Studies Diploma, a student must earn at least 26 standard units of credit by passing required courses and electives and at least nine verified units of credit by passing Standards of Learning end-of-course assessments in English, mathematics, science and history. Students who entered the ninth grade in 2013-2014 and afterwards must also successfully complete one virtual course.

To graduate with a Standard Diploma, a student must earn at least 22 standard units of credit by passing required courses and electives, and earn at least six verified credits by passing end-of-course SOL tests or other assessments approved by the Board of Education. Students who entered the ninth grade in 2013-2014 and afterwards must earn a board-approved career and technical education credential to graduate and successfully complete one virtual course.

The Applied Studies Diploma and Modified Standard Diploma are available for certain students with disabilities. To reduce the likelihood of division-level pie charts being suppressed to protect student privacy, these diplomas are combined with Standard Diplomas in the pie chart as “Standard and Other Diplomas.” 

Status of the Students in the 2015-2016 Cohort
Student SubgroupTypeAdvanced DiplomasStandard DiplomasOther DiplomasGED'sDropoutsOther Non-Graduates
All StudentsDivision2948254619344352121
State4917234245347693750042233
FemaleDivision16501122751414047
State268261509812453531830807
MaleDivision129814241183021274
State2234619147223158431741426
American IndianDivision8140010
State110112125285
AsianDivision313144130105
State44281223901613062
BlackDivision53963875146237
State78991054014312301411965
HispanicDivision58089354820633
State44244511381851536311
Native HawaiianDivision660020
State71410193
WhiteDivision129270842195337
State300171650714345631731798
Two or more racesDivision21014393189
State222313111283715989
Students with DisabilitiesDivision393161935510
State946530634751091061120
Economically DisadvantagedDivision59910081111116656
State921814810194032821211221
English LearnersDivision463023521140
State448206829417117888
HomelessDivision7103043
State1976231151116285
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 Students6204568791.7573192.43525.7
Female3048284793.4286193.91404.6
Male3156284090287090.92126.7
American Indian232295.72295.714.3
Asian48547096.947096.9102.1
Black1365125291.7126692.7624.5
Hispanic1774152786.1153586.520611.6
Native Hawaiian141285.71285.7214.3
White2151204294.9206195.8532.5
Two or more races39236292.336593.1184.6
Students with Disabilities60554890.655391.4518.4
Economically Disadvantaged1951171888.1172988.61668.5
English Learners49938376.838577.211422.8
Homeless272074.12074.1414.8
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Gap Group 1 = Students with Disabilities, English Language Learners, Economically Disadvantaged Students (unduplicated)
Gap Group 2 = Black Students
Gap Group 3 = Hispanic Students
Unduplicated = Students are able to be in two gap groups

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

Advanced Program Information
Count/Percentage
Program Type2013-20142014-20152015-2016
Advanced Placement Test Taken -4,324 / 16.75%4,009 / 15.17%
Advanced Placement Course Enrollment -6,350 / 24.6%6,338 / 23.98%
Dual Enrollment -374 / 1.45%518 / 1.96%
Governor’s School Enrollment -88 / .34%89 / .34%
IB Course Enrollment -765 / 2.96%808 / 3.06%
Senior Enrolled in IB Program -86 / .33%78 / .3%
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

Postsecondary Enrollment

2013-2014 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.

2013-2014 FGI cohort year (students entering high school in 2010)
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 StudentsDivision5279401424
State807635806328
FemaleDivision2609208220
State410153155223
MaleDivision2670193228
State397482651133
American IndianDivision16<100
State25416635
AsianDivision45639613
State5269454514
BlackDivision105481722
State175771162334
HispanicDivision127784234
State7574489435
Native HawaiianDivision141214
State1147732
WhiteDivision2058162421
State467653441326
Two or more racesDivision40431422
State3210234527
Students with DisabilitiesDivision27614647
State5864307448
Economically DisadvantagedDivision1531105231
State228881345241
English LearnersDivision0<100
State241154
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
2013-20142014-20152015-2016
NOCTI AssessmentsDivision---
 State-39714139
State LicensuresDivision-1631
 State-16731790
Industry CertificationDivision-31244095
 State-89541100544
Workplace ReadinessDivision-46703971
 State-3366530775
Total Credentials EarnedDivision-78108097
 State-128850137248
Students Earning One or More CredentialsDivision-70847262
 State-104867109089
CTE CompletersDivision-24882529
 State-3929142404
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 Students584111134565050.7%
2014-2015
Number of Test TakersNumber of Tests TakenNumber of Tests with Qualifying ScoresPercentage of Tests Passed
All Students582311510569849.5%
2015-2016
Number of Test TakersNumber of Tests TakenNumber of Tests with Qualifying ScoresPercentage of Tests Passed
All Students593511551570849.4%
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

School Finance

Percentage of Expenditures

Division Expenditures

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

  • Smaller school divisions may have similar administrative and support costs as larger divisions but these non-instructional costs are spread over a smaller expenditure base.
  • Geographically large but sparsely populated school divisions may have higher per-pupil transportation costs because of travel distances and mountainous topography.
  • Divisions with large populations of at-risk or special needs students must provide support services that are required or that raise student achievement.
School Division - Percentage of Expenditures
 2012-20132013-20142014-2015
Percentage of fiscal year division
operating expenditures for instructional costs
64.764.364.6

Statewide Expenditures

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

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

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

Sources of Financial Support and Total Per Pupil Expenditures for Operations

Division Per-Pupil Spending

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

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

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

School Division - Per-Pupil Spending
 Local FundingStateFederal
2012-20134,776.005,101.00573.00
2013-20144,664.005,130.00651.00
2014-20154,943.005,277.00574.00

Statewide Per-Pupil Spending

The apportionment of the state funds for public education is the responsibility of the General Assembly, through the Appropriations Act. General fund appropriations serve as the mainstay of state support for the commonwealth’s public schools, augmented by retail sales and use tax revenues, state lottery proceeds, and other sources.

Counties, cities and towns comprising school divisions also support public education by providing the locality’s share to maintain an educational program meeting the commonwealth’s Standards of Quality and local match requirements for incentive and lottery-funded programs. .

While public education is primarily a state and local responsibility, the federal government provides assistance to state and local education agencies in support of specific federal initiatives and mandates.

 

State - Per-Pupil Spending
 Local FundingStateFederal
2012-20135,777.004,605.00875.00
2013-20145,823.004,634.00784.00
2014-20155,950.004,802.00771.00

Learning Climate

Percent of Students Absent

Percent of Students Absent 2015-2016 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
2012-20132013-20142014-20152015-2016
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 Students77175579622663263795644921219031557986555302361335080651610622493281
Female37389279810901502386642454103314393886627391161156939278307511091515
Male39786299811761761408992467115717164099927911200178141373303111401766
American Indian25521822246148152211781220217717
Asian6042361110133632831912213764473971721496649464143171
Black16386106646072316795969468671170381005487707171981125473697
Hispanic2216920608641379237381825844135724634208087314712547123358961458
Native Hawaiian159648140143615913851781663
White270521829663792271921466605764263701680649804260541761603719
Two or more races5112453157206512431414020549963381642024899388121216
Students with Disabilities8034823402656847772640661984107744216848793954422680
Economically Disadvantaged30005305113241947312472676127718643258429781399210232935326712941896
English Learners177251289448682183211172487716183601332545793185201482543769
Homeless2676646792465639723097551119260604693
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Attendance Rate

Attendance Rate: All Students

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

Attendance Rate
Subgroup2014-20152015-20162016-2017
All Students94.8595.2594.62
Female94.8595.2694.62
Male94.8495.2594.62
American Indian94.2793.8993.21
Asian95.8395.9595.51
Black95.6195.9195.44
Hispanic94.0694.5393.69
Native Hawaiian94.7695.5595.18
White94.995.4194.81
Two or more races94.895.1494.76
Students with Disabilities93.4493.8393.1
Economically Disadvantaged94.0994.6193.82
English Learners94.7495.1294.23
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Standards of Accreditation (SOA) Offenses Data

2015-2016 Offenses
 Number of Offenses
Alcohol, Tobacco, and Other Drug Offenses340
Technology Offenses110
Offenses Against Student613
Offenses Against Staff113
Weapons Offenses100
Property Offenses139
All Other Offenses716
Other Offenses Against Persons1,167
Disorderly or Disruptive Behavior Offenses1,523
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Short Term Suspensions

Short Term Suspensions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time.

A short-term suspension (10 days of less) may be imposed by a principal, an assistant principal, or a designee teacher in the principal’s absence. The principal or assistant principal must tell the student of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his version of what occurred. Notice to the parent may be oral or written, depending on local school board policy, and must include information on the length of the suspension, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired.  A parent may ask for a short-term suspension decision to be reviewed by the superintendent or his designee. Local school board policy will determine whether the superintendent’s decision is final or can be appealed to the local school board. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.

Short Term Suspensions
 2013-20142014-20152015-2016
Subgroup% Population% Short Term Suspensions% Population% Short Term Suspensions% Population% Short Term Suspensions
American Indian0.3190.410.2850.280.2650.25
Asian7.7832.647.8462.218.1082.59
Black20.60139.5620.6340.3820.7440.78
Hispanic30.38930.7631.57432.9232.20531.14
Native Hawaiian0.1830.060.1950.020.2150.22
White34.21718.833.15417.3632.28218.13
Two or more races6.5087.776.3166.836.1856.9
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Long Term Suspensions

Long Term Supensions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time.

A long-term suspension (more than 10 school days and less than 365 calendar days)  is usually imposed by a disciplinary hearing officer upon recommendation of a principal. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred. Notice to the parent (and child) must be in writing and must include information on the length of and reason for the suspension, the right to a hearing in accordance with local school board policy, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired or to attend an appropriate alternative education program approved by the school board during the suspension or after the suspension period expires. Costs for any community-based educational programs or alternative programs that are not part of the program offered by the school division are the financial responsibility of the parent. A parent has the right to appeal a long-term suspension decision in accordance with local school board policy. The appeal may first go to the local superintendent or his or her designee or to a sub-committee of the local school board; final appeal is to the full school board. The appeal must be decided by the school board within 30 days. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.

Long Term Suspensions
 2013-20142014-20152015-2016
Subgroup% Population% Long Term Suspensions% Population% Long Term Suspensions% Population% Long Term Suspensions
American Indian0.3190.2850.265
Asian7.7833.197.8462.018.1082.22
Black20.60136.720.6334.2320.7447.78
Hispanic30.38935.1131.57435.5732.20525.56
Native Hawaiian0.1830.1950.215
White34.21718.6233.15418.7932.28220
Two or more races6.5086.386.3169.46.1854.44
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Expulsions

Expulsions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time.

An expulsion (removal from school for 365 calendar days) may only be imposed by a local school board. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred.  The parent (and child) must be noticed in writing of the proposed expulsion, the reasons the expulsion is being proposed, and of the right to a hearing before the school board or a sub-committee of the school board, depending on local policy. If the student is expelled, the parent is sent a written notification of the length of the expulsion and information on the availability of community-based educational, training, and intervention programs. The notice must state whether the student is eligible to return to regular school or to attend an approved alternative education program or an adult education program offered during or after the period of expulsion. The student may apply for readmission to be effective one calendar year from the date of his or her expulsion. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.

Expulsions
 2013-20142014-20152015-2016
Subgroup% Population% Expulsions% Population% Expulsions% Population% Expulsions
American Indian0.3190.2850.265
Asian7.7837.8464.178.108
Black20.6015020.6329.1720.74
Hispanic30.3893031.57437.532.20550
Native Hawaiian0.1830.1950.215
White34.2171533.1542532.282
Two or more races6.50856.3164.176.18550
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
 2013-20142014-20152015-2016
 PercentagePercentagePercentage
All Students39.0440.5140.12
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

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
 2013-20142014-20152015-2016
 PercentagePercentagePercentage
All Students36.6237.0641.71
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
 2013-20142014-20152015-2016
 PercentagePercentagePercentage
All Students84.7984.9484.53
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

2014-2015 Grades K-7 Student Teacher Ratio: 15.89 : 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 iconstudent ratio iconstudent ratio icon

2014-2015 Grades 8-12 Student Teacher Ratio: 18.14 : 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 iconstudent ratio iconstudent ratio iconstudent ratio iconstudent ratio iconstudent ratio icon

Provisionally Licensed Teachers

Provisionally Licensed Teachers
 2014-20152015-2016
Provisional4%5%
Provisional Special Education1%2%
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

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

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

Percentage of Core Academic Classes Taught by Teachers Not Meeting the Federal Definition of Highly Qualified
 2013-20142014-20152015-2016
Division
All Schools3%3%2%
High Poverty2%2%1%
Low Poverty3%3%2%
State
All Schools1%1%1%
High Poverty2%2%2%
Low Poverty1%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: 2015-2016

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
2014-201532%66%1%1%
2015-201633%64%1%2%
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
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