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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 Schools90
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 Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students167761231781641918806320
Female198061201984651620836317
Male147460261578632215776223
American Indian107767231684671614806620
Asian248662142589641125896411
Black117160291275632512746326
Hispanic106656341173622711716029
Native Hawaiian147764231877592319866714
White238764132490661025896511
Two or more races178063201984641621846316
Students with Disabilities134936511351384913493751
Economically Disadvantaged96455361070603010695931
English Learners754474696253389615239
Grade 3 English Reading Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students187355272078582217786122
Female187659242181601917806320
Male187052301875572516755925
American Indian197556254087471320735327
Asian228462162786591421886612
Black136452361371582910716129
Hispanic156550351770533015715529
Native Hawaiian-7575253373402718715329
White228461162587621321876513
Two or more races197656241981631918816319
Students with Disabilities215635442259374119553645
Economically Disadvantaged136249381568533213685532
English Learners136249381769523115695431
Grade 4 English Reading Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students197252282280582019775923
Female237552252583571722815919
Male166953311877592315745926
American Indian767603344100560-797921
Asian29825318319261825866114
Black136653341773562713725828
Hispanic125948411473592712685732
Native Hawaiian9554545257550252993647
White278456163088591226886112
Two or more races217453262580542024815719
Students with Disabilities165338471758414216523648
Economically Disadvantaged105847421370573011675533
English Learners95445461270583010655535
Grade 5 English Reading Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students187758232281581925825718
Female207959212483591728845716
Male167458262078572222795721
American Indian11837217-5353474692468
Asian24866114359055103993547
Black147157291573582717755825
Hispanic116655341473592715745926
Native Hawaiian60903010-7373273894566
White258660143190591035905510
Two or more races187961212683571734855115
Students with Disabilities135339471350375017543746
Economically Disadvantaged116554351270583014725828
English Learners7605340866583410685932
Grade 6 English Reading Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students147560251877592322775623
Female177962212081611925815519
Male127159291774572618745626
American Indian97364272476532419695031
Asian218463162787591332895811
Black116958311270583013695731
Hispanic86355371066563414675433
Native Hawaiian9645536<100<08837517
White218665142688621231885712
Two or more races127866222581561927825518
Students with Disabilities114130591140286011402960
Economically Disadvantaged7605440964543611645336
English Learners447435354540556474153
Grade 7 English Reading Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students197859221883661719836517
Female238259182287651321876613
Male167458261379662116806420
American Indian8726428168771136726728
Asian3292608258864122591669
Black127058301377642313786522
Hispanic106656341076662410756425
Native Hawaiian<100<0<<<<<<<<
White2889611125916692792648
Two or more races217857221886691424886412
Students with Disabilities1042325894637549473853
Economically Disadvantaged96455361072632810736327
English Learners444415655348476484252
Grade 8 English Reading Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students147561251378652214766124
Female167862221682671816806420
Male117261281074642613725928
American Indian12857315888801214836917
Asian238662142190691020836317
Black9675933970623011685732
Hispanic764573686860328665834
Native Hawaiian<<<<<<<<8837517
White208565151788711221876613
Two or more races168166191382691816816519
Students with Disabilities9393061104131598382962
Economically Disadvantaged661553976558357625538
English Learners339356154136595363164
EOC English Reading Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students1290781089083108898111
Female14917797928581091819
Male1189781188880126878113
American Indian8847616-858515-909010
Asian1591769109181910907910
Black787801338784135858015
Hispanic683771748581153827818
Native Hawaiian793867-67673310908010
White209676413968341295835
Two or more races1496824894866994856
Students with Disabilities963543786355376605440
Economically Disadvantaged583781748380173807720
English Learners16665341696831-616139
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 Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students217857222280582020785822
Female268357172785581526855915
Male177457261674582615735727
American Indian107565251377652319816319
Asian318756133489551134875313
Black147056301272602813725928
Hispanic127059301271602910706030
Native Hawaiian279063102590651025845916
White308757133188571230875713
Two or more races278154192883551724835917
Students with Disabilities11443356104333578393061
Economically Disadvantaged10665634106858329665734
English Learners454504625149492484652
Grade 8 Writing Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students177457262074542617715429
Female228058202781551922795721
Male126856321467543313645136
American Indian8625438-74742617806320
Asian278760133689531133845116
Black106454361264533612625038
Hispanic10645436106555359625338
Native Hawaiian<<<<<<<<17675033
White238562152984551624815719
Two or more races227553252578532219765724
Students with Disabilities836276493324678272073
Economically Disadvantaged759524196152398574943
English Learners234326623634643312769
EOC Writing Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students238764132385621523856215
Female268963112789621129896011
Male218564151982631818816319
American Indian8928382480562022836117
Asian31916093390561035905510
Black148168191381681914816619
Hispanic128068201378652212786622
Native Hawaiian259469625926783095655
White369458634935873692578
Two or more races30936373189581128906210
Students with Disabilities11615039115544459514249
Economically Disadvantaged107969211275642511766524
English Learners163623726059401585742
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 Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students187759231980612017796221
Female187961212082621818816319
Male187557251978592217776023
American Indian13725828147965219786922
Asian3489551136915593491579
Black116958311273612711716129
Hispanic126957311374612610716129
Native Hawaiian238259181986671425855915
White248562152687621324886412
Two or more races207959212183611720826218
Students with Disabilities114736531249375111483752
Economically Disadvantaged116655341271592910695931
English Learners106352371167563310655535
Grade 3 Mathematics Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students197455262378562222795821
Female187557252380562020795921
Male197354272377552323795621
American Indian318856132773472720806020
Asian32905710398849123591569
Black146450361571552915735827
Hispanic126856321674582613715829
Native Hawaiian338047204087471324765324
White248157193085551531885812
Two or more races247754232681541926805520
Students with Disabilities155338471653364714503650
Economically Disadvantaged116453361571562911695831
English Learners126856321673572712705830
Grade 4 Mathematics Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students308454162984541628835517
Female298455162984561627845716
Male318352173083531729825418
American Indian76760333888501327876013
Asian519342748964844792458
Black207656241974552620765524
Hispanic217856222179582118786022
Native Hawaiian188264183188561340100600
White389153938915393891539
Two or more races328452163484501630845416
Students with Disabilities186142392060404019593941
Economically Disadvantaged207555251975562518765824
English Learners207656241878592218775923
Grade 5 Mathematics Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students307848223282501828835417
Female308049203484511629845516
Male307747233181491927815419
American Indian22836117135340473892548
Asian4890421057923585295435
Black197050302373502717735627
Hispanic217151292377542321785722
Native Hawaiian<100<018917395694386
White39874813419150936905410
Two or more races327745233584491633865314
Students with Disabilities154732531552364816543846
Economically Disadvantaged186850322173522719745526
English Learners176750331871542915756025
Grade 6 Mathematics Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students187759232084641617816419
Female187961212186651418836517
Male187557251982621816796221
American Indian972632818947666817519
Asian2986571433946163592588
Black137057301378652211726128
Hispanic10685832127765239746526
Native Hawaiian18553645<100<02592678
White25856115289163925906610
Two or more races188062202386631422856315
Students with Disabilities124736531250395011493751
Economically Disadvantaged9665634117564258706230
English Learners657504366458364605540
Grade 7 Mathematics Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students660544046157394575343
Female764583646662343615739
Male656504445753434534947
American Indian127159299746526-424258
Asian1373602777467268756725
Black557524345753433494651
Hispanic552474835551452474453
Native Hawaiian<<<<<<<<<<<<
White668623247065304716729
Two or more races964553656459365635837
Students with Disabilities1035256583324678282072
Economically Disadvantaged651454935249482464454
English Learners440366034239583333067
Grade 8 Mathematics Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students157561251783661713776423
Female167962211986671414816719
Male137360271580652012726128
American Indian176346381592778493897
Asian34905610339461626866014
Black8686032117867227716329
Hispanic9655635107666246676133
Native Hawaiian<100<0<100<014867114
White188567152389661119866714
Two or more races157863221786691416816519
Students with Disabilities9433457104636549393061
Economically Disadvantaged9635537107464266655935
English Learners650445055852424433957
Algebra I Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students977682397970218797121
Female10817119108272189837417
Male873652787668247766924
American Indian6686132-7474263716829
Asian2490661026916692293717
Black573682747470264757025
Hispanic467633357267283706630
Native Hawaiian7867914-82821810807020
White138572151386731412887612
Two or more races12806820882741811847316
Students with Disabilities2383762-4645542494751
Economically Disadvantaged566613456965313696631
English Learners15957412626038-595841
Geometry Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students127765231480662012786622
Female127967211582661812796721
Male127462261378652212776523
American Indian873652757570254858115
Asian2589641136925683291599
Black564593677266284686432
Hispanic668623267064305696331
Native Hawaiian98273188928589645536
White188769132088681218887012
Two or more races168166191688721213847116
Students with Disabilities243415734542552454355
Economically Disadvantaged566613476962316676133
English Learners258564235956413535047
Algebra II Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students218665142285641520876713
Female208767132085651520876713
Male218563152486621420876613
American Indian196950311891739-626238
Asian389254834946063893557
Black117968211379672112827018
Hispanic168165191785681515867114
Native Hawaiian2592678<<<<1792758
White239067102687611322886612
Two or more races218767132283611721886712
Students with Disabilities146450361262513811756425
Economically Disadvantaged148066201784661615846916
English Learners147864221286741411837117
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 Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students158166191582681815826718
Female148167191482691814826818
Male178164191582671815826618
American Indian128269181283721714877413
Asian2590651024926882691669
Black871642977567258746626
Hispanic872632877365278726428
Native Hawaiian108576151490761015857015
White239168922927082292708
Two or more races198565151988691218897111
Students with Disabilities1053434775144498514349
Economically Disadvantaged768613267063307696231
English Learners661553935855425565144
Grade 5 Science Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students187557251981621926815519
Female167558251982631826815619
Male207656241981621927815519
American Indian11837217-80802038100620
Asian3185541531916094192528
Black96455361173622717745726
Hispanic86557351173622717725528
Native Hawaiian<<<<88375173194636
White2887601328916393691549
Two or more races237855222286641433875413
Students with Disabilities114635541053434714503650
Economically Disadvantaged86254381070613015715629
English Learners5575243666603411675533
Grade 8 Science Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students157863221479662115806520
Female137663241279672114806620
Male177962211679642116796321
American Indian47773231783671717866914
Asian269065102590651025896411
Black769623167266287716429
Hispanic764573666762336686232
Native Hawaiian<100<0<<<<15695431
White249167922916992491689
Two or more races228563151885671517887012
Students with Disabilities947395384538557463954
Economically Disadvantaged662563856560355656035
English Learners237366323937612373563
Biology Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students108170191882641811806920
Female98374171882651811817019
Male127968211882641812796821
American Indian-61613918937574787422
Asian1790721029936372391689
Black472682887264284726728
Hispanic5716629107363274706530
Native Hawaiian14715729149379710706030
White179275828946662093737
Two or more races168771132488641213897612
Students with Disabilities242405844742532444356
Economically Disadvantaged468643286961314676333
English Learners158574215251481464654
Chemistry Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students148773131689731114877313
Female128876121689731113887412
Male168770131789721115867114
American Indian6100940107060307867914
Asian229573524957152493697
Black6807420118473167807320
Hispanic980712098172197787122
Native Hawaiian<<<<<100<0892838
White199273819937471994756
Two or more races13897611229269817907310
Students with Disabilities7716429117361277706330
Economically Disadvantaged879722188274188797121
English Learners270673037471263686532
Earth Science Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students580752058378175837817
Female478742238178195827718
Male682761868478165847916
American Indian1789721148076201095855
Asian58580153908710791849
Black170683017675242767324
Hispanic271682927371272737227
Native Hawaiian-91919<<<<-1001000
White993847993847994856
Two or more races58580156888212991839
Students with Disabilities253514725452461605940
Economically Disadvantaged266643417069301717029
English Learners1555445-585842-595941
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 Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students318655142788611226876113
Female298556152688621224876313
Male348753132989601128886012
American Indian268357172288661220886812
Asian459449642965443994556
Black218059201984651618826318
Hispanic217957211882631817816419
Native Hawaiian2792658149581521896811
White419352736945863594596
Two or more races34885412299162927906310
Students with Disabilities176245381463493713625038
Economically Disadvantaged197657241780632015796321
English Learners177254281572572815715729
VA & US History Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students178972111788711216867014
Female148773131587731312857315
Male20917191989701120886812
American Indian15968141086761427876013
Asian2394716239270823896611
Black10867614985761510806920
Hispanic1081711998173199797021
Native Hawaiian-1001000-8282185908510
White259569526946862394716
Two or more races169578518927481792758
Students with Disabilities566613456156394595541
Economically Disadvantaged880722077971218766824
English Learners569643126766333636037
US History I Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students36794321
Female34774423
Male38814319
American Indian25724728
Asian50893911
Black25714629
Hispanic23704730
Native Hawaiian<<<<
White50894011
Two or more races38804220
Students with Disabilities14493551
Economically Disadvantaged20664634
English Learners13584542
World History I Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students208868122387651320876713
Female178871122286641419876813
Male228866122489651122876513
American Indian237755232385621511867514
Asian379658443965443895575
Black118069201382691812827018
Hispanic118372171581661911806920
Native Hawaiian21100790<100<0-909010
White289466631946363094646
Two or more races23926882890621020896911
Students with Disabilities560544066357375615639
Economically Disadvantaged107969211278672210786822
English Learners775682566964315696331
World History II Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students168669141889711119866614
Female138472161587731316836717
Male20876713219170923886512
American Indian10867614228967115858015
Asian259267826967043496624
Black98071201283711711806820
Hispanic97869221282701812766424
Native Hawaiian<100<014100860<<<<
White249268824967242693677
Two or more races16887212189275822886612
Students with Disabilities862543896354379625438
Economically Disadvantaged87567251280692010746426
English Learners368643256762334605640
Geography Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students249773319998012499751
Female219877214998612199791
Male299566527997112898702
Asian23967442110079024100760
Black139481610988821497833
Hispanic2296744119787312100880
White3198672281007203699621
Two or more races261007402310077029100710
Students with Disabilities<<<<<<<<<<<<
Economically Disadvantaged1695795119886215100850
English Learners-838317-1001000-1001000
US History II Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students36834817
Female31815019
Male40864514
American Indian38885013
Asian5393407
Black24775223
Hispanic23735027
Native Hawaiian<100<0
White4993447
Two or more races39854615
Students with Disabilities11514049
Economically Disadvantaged19715129
English Learners10584842
Civics & Econ Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students328452163287551329885912
Female328351173389561130906010
Male338552153286531429875813
American Indian2381581926916592493697
Asian469246851954554394516
Black227957212284621621846316
Hispanic187355271877592317826518
Native Hawaiian<<<<<100<02592678
White479347746954954294536
Two or more races3589531135915693391589
Students with Disabilities952434885245487564844
Economically Disadvantaged167257281777602314796621
English Learners452484855348474565244
VA Studies Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students468842124489451142874513
Female458742134389461140874713
Male478842124589441144874313
American Indian367136293888501346853815
Asian619534565973236195345
Black358247183585501537814419
Hispanic378447163485511531845316
Native Hawaiian369155931946365393407
White559338754933975192418
Two or more races498838124889411141884712
Students with Disabilities236340372264423622603940
Economically Disadvantaged328149193082511830815119
English Learners338249183283511732855315
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

2013-20142014-20152015-2016
State000
Division000
Number of recently arrived English language learners exempted from state reading assessments

Enrollment

Fall Membership by Grade

Grade2013-20142014-20152015-2016
Pre-kindergarten1,0471,0921,205
Kindergarten6,2416,3516,262
Grade 16,8026,5256,670
Grade 26,8926,8866,624
Grade 36,5226,9196,900
Grade 46,6206,5436,956
Grade 56,4586,6796,645
Grade 66,6456,4546,729
Grade 76,4896,7446,508
Grade 86,4706,6336,860
Grade 97,0797,3937,298
Grade 106,3416,5716,956
Grade 115,9205,8246,151
Grade 125,9256,0276,029
Post Graduate100
Total Students85,45286,64187,793
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

2015 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
Subgroup2013-20142014-20152015-2016
All Students854528664187793
Female413664208442703
Male440864455745090
American Indian273247233
Asian665167987118
Black176041787418208
Hispanic259682735628274
Native Hawaiian156169189
White292392872528341
Two or more races556154725430
Students with Disabilities9639975310133
Not Students with Disabilities758137688877660
Economically Disadvantaged312983718233090
Not Economically Disadvantaged541544945954703
English Learners185551885318855
Not English Learners668976778868938
Homeless120193162
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 StudentsDivision2949254919343348121
State4917334246347093350192269
FemaleDivision16501124751413847
State268261510112433531834822
MaleDivision129914251182921074
State2234719145222758031851447
American IndianDivision8140010
State110111115287
AsianDivision31314413095
State44281224891612962
BlackDivision54063875146137
State79001054014302301415981
HispanicDivision58089554820433
State44244514381851538310
Native HawaiianDivision660020
State71410193
WhiteDivision129270942185337
State300171650514315601740817
Two or more racesDivision21014393189
State222313111283616089
Students with DisabilitiesDivision393171935500
State946531134691091067120
Economically DisadvantagedDivision59910091111116456
State921814811194032621251240
English LearnersDivision463043521110
State448207029417117888
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 Students6203569191.7573492.43485.6
Female3048284993.5286393.91384.5
Male3155284290.12871912106.7
American Indian232295.72295.714.3
Asian48447097.147097.191.9
Black1365125391.8126792.8614.5
Hispanic1774152986.2153786.620411.5
Native Hawaiian141285.71285.7214.3
White2151204395206195.8532.5
Two or more races39236292.336593.1184.6
Students with Disabilities60554990.755491.6508.3
Economically Disadvantaged1950171988.2173088.71648.4
English Learners49838577.338777.711122.3
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 Taken3,529 / 13.97%4,324 / 16.75%4,009 / 15.17%
Advanced Placement Course Enrollment6,209 / 24.58%6,350 / 24.6%6,338 / 23.98%
Dual Enrollment313 / 1.24%374 / 1.45%518 / 1.96%
Governor’s School Enrollment87 / .34%88 / .34%89 / .34%
IB Course Enrollment840 / 3.32%765 / 2.96%808 / 3.06%
Senior Enrolled in IB Program80 / .32%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
State807645806228
FemaleDivision2609208220
State410163155223
MaleDivision2670193228
State397482651033
American IndianDivision16<100
State25416635
AsianDivision45639613
State5269454514
BlackDivision105481722
State175771162334
HispanicDivision127784234
State7574489435
Native HawaiianDivision141214
State1147732
WhiteDivision2058162421
State467663441226
Two or more racesDivision40431422
State3210234527
Students with DisabilitiesDivision27614647
State5865307548
Economically DisadvantagedDivision1531105231
State228881345141
English LearnersDivision74046937
State5050327035
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 AssessmentsDivision32--
 State502439714139
State LicensuresDivision551631
 State90516731790
Industry CertificationDivision168031244095
 State6932189541100544
Workplace ReadinessDivision332446703971
 State283493366530775
Total Credentials EarnedDivision509178108097
 State103599128850137248
Students Earning One or More CredentialsDivision474470847262
 State86257104867109089
CTE CompletersDivision275824882529
 State419243929142404
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
2014-20155,949.004,802.00772.00

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
Subgroup2013-20142014-20152015-2016
All Students95.2594.8595.25
Female95.2694.8595.26
Male95.2394.8495.25
American Indian94.5394.2793.89
Asian96.1695.8395.95
Black95.7895.6195.91
Hispanic94.4794.0694.53
Native Hawaiian95.1694.7695.55
White95.4194.995.41
Two or more races95.2494.895.14
Students with Disabilities93.7793.4493.83
Economically Disadvantaged94.4294.0994.61
English Learners95.2294.7495.12
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

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 Indian.319.41.285.28.265.25
Asian7.7832.647.8462.218.1082.59
Black20.60139.5620.6340.3820.7440.78
Hispanic30.38930.7631.57432.9232.20531.14
Native Hawaiian.183.06.195.02.215.22
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 Indian.319.285.265
Asian7.7833.197.8462.018.1082.22
Black20.60136.720.6334.2320.7447.78
Hispanic30.38935.1131.57435.5732.20525.56
Native Hawaiian.183.195.215
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 Indian.319.285.265
Asian7.7837.8464.178.108
Black20.6015020.6329.1720.74
Hispanic30.3893031.57437.532.20550
Native Hawaiian.183.195.215
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
2013-201431%67%1%1%
2014-201533%65%1%1%
2015-201634%64%1%1%
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
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