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General school information

Division: Pulaski County Public Schools
Address: 202 N Washington Ave Pulaski, VA 24301-5008
Superintendent: Dr. Kevin Siers
Region: 7
Division Website (opens new window)
Schools in this Division (opens new window)

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

Performance Snapshot

Accountability

Accountability

Assessments

Assessments

Enrollment

Enrollment

College & Career Readiness

College & Career Readiness

Finance

School Finance

Learning Climate

Learning Climate

Teacher Quality

Teacher Quality


Accountability

Accreditation Status

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

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

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

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

Total Number of Schools8
Fully Accredited6
Partially Accredited: Approaching Benchmark-Pass Rate1
Partially Accredited: Reconstituted School1

Federal Graduation Indicator

Federal Graduation Indicator: All Students

For federal accountability purposes, Virginia reports a graduation rate known as the Federal Graduation Indicator, which unlike the Virginia On-Time Graduation Rate, does not adjust high school cohorts to account for students’ English language learner or disability status, and only includes Standard Diplomas and Advanced Studies Diplomas in the numerator.

Like the Virginia On-Time Graduation Rate, the Federal Graduation Indicator is an adjusted cohort graduation rate based on cohorts of students who enter ninth grade for the first time; it is adjusted for students who transfer in or transfer out of a high school, school division, or the commonwealth.

Federal Graduation Indicator
Student SubgroupType2014-20152015-20162016-2017
All StudentsDivision768084
 Virginia858687
FemaleDivision778686
 Virginia898990
MaleDivision767681
 Virginia828384
American IndianDivision100
 Virginia848481
AsianDivision100100
 Virginia909293
BlackDivision646357
 Virginia797981
HispanicDivision<100<
 Virginia767675
WhiteDivision788185
 Virginia899091
Two or more racesDivision<<<
 Virginia888989
Students with DisabilitiesDivision393139
 Virginia535354
Economically DisadvantagedDivision636673
 Virginia757578
English LearnersDivision100100
 Virginia676762
Gap Group 2Division646357
 Virginia797981
Gap Group 3Division<100<
 Virginia767675
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Assessments

Student Achievement by Proficiency Level

Reading

Reading Performance: All Students

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

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

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

Overall Student Performance: Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students137765231176652413786522
Female157964211379662114816719
Male10756525973632711756325
American Indian9736427<<<<<<<<
Asian<100<0<<<<<100<0
Black9605040655494510625138
Hispanic577722337168298605340
Native Hawaiian<100<0<<<<
White137865221278662213806720
Two or more races875662586457367726528
Students with Disabilities837296343532656383262
Economically Disadvantaged969603176861328696131
English Learners6655935-434357-424258
Grade 3 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students11756425875662515715629
Female13776423978682214786422
Male8736527871642915644936
Asian<100<0<<<<<100<0
Black14796421450465014503650
Hispanic<<<<-62623816533747
White117665241079702116735727
Two or more races84638545474253-767624
Students with Disabilities3464354737306311302070
Economically Disadvantaged8696131569633110655535
English Learners<100<0<<<<<<<<
Grade 4 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students167761231576612417796221
Female177760231781641920836317
Male167761231270583014756125
Black15463154767603312766424
Hispanic<100<0-90901015382362
White177961211577622319836417
Two or more races11675633145743436565044
Students with Disabilities13422958-31316912473553
Economically Disadvantaged11695831969603114736027
English Learners<100<0<100<0<<<<
Grade 5 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students277750232082621826845816
Female337744232283621728865814
Male227755231881631924815719
American Indian<100<0<100<0<100<0
Asian<100<0<100<0
Black1070603087567253192628
Hispanic10807020<100<0<<<<
White297748232182621828845616
Two or more races22785622137563256696331
Students with Disabilities11382662114534555565144
Economically Disadvantaged186951311177662318806320
English Learners<<<<<100<0<100<0
Grade 6 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students137663241670543012756225
Female198162191870523014796621
Male87163291470563012715929
American Indian<100<0<100<0<100<0
Black17503350145238488383162
Hispanic<<<<10605040<100<0
White147662241672562813776423
Two or more races-8484161163533712655335
Students with Disabilities1331196922927718312369
Economically Disadvantaged867603395950415645836
English Learners<<<<<<<<<100<0
Grade 7 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students12756325777702314786422
Female157963211383701716826618
Male9726328373702712746226
American Indian<100<0<100<0<100<0
Asian<100<0<100<0<100<0
Black15503550-40406016634737
Hispanic<<<<<<<<9645536
White12776523979702113796621
Two or more races<100<0-77772317786122
Students with Disabilities12332267228267211392861
Economically Disadvantaged1167553346965319696031
English Learners<<<<<<<<<<<<
Grade 8 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students675682566963319716229
Female9797021872652810756525
Male471672946561358696031
American Indian<<<<<<<<<100<0
Black-5252486443956-404060
Hispanic8756725<<<<<<<<
White7777023572672810726328
Two or more races-737327<<<<9776823
Students with Disabilities-27277342521756181282
Economically Disadvantaged261593955651446595341
English Learners<<<<<<<<<<<<
EOC English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students386831458176195837817
Female287841358681145837817
Male385821547672244827818
Asian<100<0<100<0
Black-737327-5959412595741
Hispanic<<<<-909010-656535
White386831458277185868014
Two or more races<<<<<<<<3767324
Students with Disabilities-4949512494851-434357
Economically Disadvantaged282801827270282726928
English Learners<<<<<<<<
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Writing

Writing Performance: All Students

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

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

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

Overall Student Performance: Writing Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students11695831868603213725928
Female157761231077672316796221
Male7625538760544010665634
American Indian<<<<<<<<<100<0
Asian<<<<<100<0<100<0
Black5595441-434357-454555
Hispanic5605540-535347-606040
White11705930971622913736027
Two or more races176750331562463819765724
Students with Disabilities12827722333267-202080
Economically Disadvantaged558524255752436595441
English Learners<<<<<<<<<<<<
Grade 8 Writing Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students11635237760534010675733
Female157357271070593019775723
Male653474755147493595641
American Indian<<<<<<<<<100<0
Black-484852-454555-303070
Hispanic-555545<<<<<<<<
White11655435762553811675733
Two or more races18553645<<<<18775923
Students with Disabilities2201880-212179-101090
Economically Disadvantaged649445165044504524948
English Learners<<<<<<<<<<<<
EOC Writing Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students11766524975662515766124
Female15816619982731814806620
Male7716429868593216725628
Asian<<<<<100<0<100<0
Black13756325-414159-525248
Hispanic<<<<<<<<<<<<
White117665241078682216786222
Two or more races<<<<<<<<20735327
Students with Disabilities-4141593434057-292971
Economically Disadvantaged569643146359377665934
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 Students138067201078682211766524
Female148268181181701912806820
Male127866221075662511736227
American Indian8857715-777723-858515
Asian6010040042100580<100<0
Black1167563346460366595441
Hispanic183811766964318685932
White138168191180692012786622
Two or more races1176652487567256736727
Students with Disabilities946375464337577393261
Economically Disadvantaged973642777265288686032
English Learners12766524-646436-585842
Grade 3 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students10746326874652614736027
Female107666241072622814735927
Male11716029776692414746026
Asian<100<0<100<0<100<0
Black-5454464545046-575743
Hispanic<100<0750435010675733
White127563251078692215766024
Two or more races7575043-50505010625238
Students with Disabilities8383062746395413493651
Economically Disadvantaged9685932566613410665634
English Learners<100<0<<<<<<<<
Grade 4 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students218058202182611821805920
Female217757232484611619806120
Male228260181879612124815719
Black23543146787801320684832
Hispanic<100<02080602015624638
White238058202282601823836117
Two or more races117968212179572111675633
Students with Disabilities174730531040316017483152
Economically Disadvantaged137158291676612416745826
English Learners<100<0<100<0<<<<
Grade 5 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students308353172286631426866114
Female328553152687621328906210
Male278153192085651523825918
American Indian<100<0<100<0<100<0
Asian<100<0<100<0
Black378447168675833892858
Hispanic10807020<<<<<<<<
White308354172487631327876013
Two or more races227250281381691913695631
Students with Disabilities174932511051414913564444
Economically Disadvantaged227856221281691923825918
English Learners<<<<<<<<<100<0
Grade 6 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students13837017127462266767024
Female15887212128169196797321
Male11786822126856326736727
American Indian<100<0<100<0<100<0
Black973642710675733-545446
Hispanic<<<<9453655<100<0
White13837018127564257766924
Two or more races2090701016796321-787822
Students with Disabilities1342295852722736322668
Economically Disadvantaged8787022106757332656335
English Learners<<<<<<<<<100<0
Grade 7 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students9675733106757339675833
Female10736327117563258716229
Male860524096152399645536
American Indian<<<<<100<0<100<0
Asian<100<0<100<0<100<0
Black15503550-303070-585842
Hispanic<<<<<<<<9453655
White9685932116857329685932
Two or more races<<<<57167297676033
Students with Disabilities1227167341511855231877
Economically Disadvantaged656514445954416585142
English Learners<<<<<<<<<<<<
Grade 8 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students779722127068304767224
Female981721918079203838017
Male476722436258384716729
American Indian<100<0<<<<<100<0
Black-636337-535347-606040
Hispanic-92928<<<<<<<<
White879722137370274767224
Two or more races<<<<<<<<-757525
Students with Disabilities2383662-2929714322868
Economically Disadvantaged470653016564354696531
English Learners<100<0<<<<<100<0
Algebra I Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students7948764918797837717
Female8978934949061092828
Male59185948884124757225
Asian<100<0<100<0<100<0
Black9867714-898911-434357
Hispanic<100<0-8282188857715
White6948865918797867914
Two or more races-8686146100940<100<0
Students with Disabilities-79792117472261454355
Economically Disadvantaged590851028886123777323
English Learners<100<0<100<0<<<<
Geometry Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students674682647572254666234
Female675692547874224716729
Male672662847369274605640
American Indian<100<0<100<0
Black-626238-6464364444056
Hispanic<<<<<<<<-535347
White775682547672244676333
Two or more races7716429-737327-727228
Students with Disabilities-414159-4242581272673
Economically Disadvantaged366643416261383545146
English Learners<100<0<<<<
Algebra II Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students9847416579742111867514
Female1183711768075208867714
Male7847816478742214867114
Asian<100<0<100<0<100<0
Black<<<<<<<<15776223
Hispanic<<<<<100<0<<<<
White9847416582771810877713
Two or more races<<<<<<<<<<<<
Students with Disabilities<<<<<<<<<<<<
Economically Disadvantaged977682347168299817219
English Learners<100<0
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Science

Science Performance: All Students

Virginia public school students are assessed in science in grades 5 and 8 and at the end of the following secondary courses: Earth Science, Biology, and Chemistry. Before 2014, students also were assessed in science in grade 4. Use the drop down menu above the chart to select results for a specific science test. Use the menu below the chart to select assessment results for a specific group of students.

Virginia’s Science Standards of Learning identify academic content for essential components of the science curriculum at different grade levels. Standards are identified for kindergarten through grade five, for middle school, and for a core set of high school courses — Earth Science, Biology, Chemistry, and Physics. Throughout a student’s science schooling from kindergarten through grade six, content strands, or topics are included. The Standards of Learning in each strand progress in complexity as they are studied at various grade levels in grades K-6, and are represented indirectly throughout the high school courses.

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

Overall Student Performance: Science Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students117766231281691914826818
Female107767231082721814847016
Male127765231480662013796621
American Indian<<<<-909010-808020
Asian<100<0<100<0<100<0
Black557524346156394656135
Hispanic456514456055404686432
White117968211383701715846916
Two or more races12786622157864228726428
Students with Disabilities543375734643544413759
Economically Disadvantaged8665834873662710736327
English Learners<<<<10403060-181882
Grade 5 Science Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students308151193085551527876013
Female297950212681551928896011
Male318252183388551226855915
American Indian<100<0<100<0<100<0
Asian<100<0<100<0
Black25704530335017508857715
Hispanic10807020<<<<<<<<
White308252183087571329886012
Two or more races337239282575502525633838
Students with Disabilities195132491251394915655035
Economically Disadvantaged237249281979602124835917
English Learners<<<<<<<<<100<0
Grade 8 Science Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students574692677467269786922
Female475702567770238817319
Male673672777264289756625
American Indian<<<<<100<0<100<0
Black-434357-616139-505050
Hispanic-585842-404060<<<<
White6777123776692410786822
Two or more races-737327<<<<-828218
Students with Disabilities225247524038602333167
Economically Disadvantaged462583836461364696531
English Learners<<<<<<<<<<<<
Biology Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students8736527783761714826718
Female9786822484791616826718
Male6686232982741813816819
American Indian<100<0<100<0
Asian<100<0<100<0
Black-525248-7474265645936
Hispanic<<<<-606040-737327
White8746526785771516846816
Two or more races<100<068175197676033
Students with Disabilities-464654-4545552373563
Economically Disadvantaged4595541574692610716029
English Learners<<<<<<<<
Chemistry Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students58479161079692111907910
Female58479167837617992828
Male58580151474602614887412
Asian<100<0<100<0
Black<<<<<<<<<100<0
Hispanic<<<<<<<<<<<<
White5878313118271181292808
Two or more races<<<<<<<<9645536
Students with Disabilities<100<0<<<<<<<<
Economically Disadvantaged3747126675702514887412
Earth Science Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students578732288375177756925
Female276742478578156777123
Male780732098172197746726
Asian<100<0<100<0
Black-626238-6262385474253
Hispanic-202080-5858426534747
White581751998677147797221
Two or more races688811315856915<<<<
Students with Disabilities-4444562413959-343466
Economically Disadvantaged270683047571253656335
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 Students278457162285631525856015
Female238259182085651523856215
Male308655142584601628855715
American Indian<<<<<<<<<<<<
Asian<100<0<100<0<100<0
Black14675333971612915776223
Hispanic177457261778612213725928
White288558152486621427876013
Two or more races24815819139177919775923
Students with Disabilities1153414755448468524548
Economically Disadvantaged207556251677612317776023
English Learners<<<<<<<<-505050
VA & US History Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students168367171678622217846616
Female128067201578632210796921
Male218867131878602224876313
Asian<100<0<100<0
Black-545446559554112726028
Hispanic<<<<<<<<<<<<
White178468161779622119866714
Two or more races<100<0<<<<6696331
Students with Disabilities34744533514749-505050
Economically Disadvantaged8797021868603210746426
English Learners<100<0
World History I Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students268559151988681220806020
Female218564152088691217796321
Male308655141987681324805720
Asian<100<0<100<0
Black7706330474702612594741
Hispanic<<<<-676733<<<<
White288758132289671120826218
Two or more races29946561792758<<<<
Students with Disabilities8534547-6262385453955
Economically Disadvantaged187759231382691813725928
World History II Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students2685591526956952791649
Female2083631713927982593687
Male33875413419857229896011
American Indian<100<0<100<0
Black76053401493797793867
Hispanic<<<<<<<<<<<<
White2887591327956853091619
Two or more races<<<<17100830<100<0
Students with Disabilities21573643<<<<11392861
Economically Disadvantaged237350272189681116816519
Civics & Econ Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students308556151681651924846016
Female308354171783671724846016
Male298758131580642024846016
American Indian<<<<<<<<<<<<
Black2678522213564444-737327
Hispanic18644536<<<<<<<<
White308756131683671725856015
Two or more races27825518<<<<29815219
Students with Disabilities4524848-4343572545246
Economically Disadvantaged217554251471582917776023
English Learners<<<<<<<<<100<0
VA Studies Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students338147193686501437875013
Female307848223487531336905410
Male368347173885471539844516
American Indian<100<0<100<0
Black255833422171502929885813
Hispanic<<<<509040108585042
White358348173786491441894811
Two or more races20654535139380717725628
Students with Disabilities174932511751344913574543
Economically Disadvantaged247349272681551927815419
English Learners<<<<<100<0<<<<
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Percent of Kindergarten Students Meeting Literacy Benchmarks

All Kindergartners

Elementary schools use Virginia Department of Education-approved diagnostic assessments to measure children’s knowledge of the following literacy fundamentals: phonological awareness, alphabet recognition, concept of word, knowledge of letter sounds and spelling. These assessments provide a direct means of matching literacy instruction to specific literacy needs and provide a means of identifying children who are behind in their acquisition of these skills and therefore eligible for services through the commonwealth’s Early Intervention Reading Initiative.

 

2014-20152015-20162016-2017
Percent of Kindergarten Students Meeting Literacy BenchmarksDivision: 90.32 State: 90.38Division: State:Division: State:

Number of recently arrived English language learners exempted from state reading assessments

2015-20162016-20172017-2018
State000
Division000
Number of recently arrived English language learners exempted from state reading assessments

Enrollment

Fall Membership by Grade

Grade2014-20152015-20162016-2017
Pre-kindergarten110105125
Kindergarten323305285
Grade 1338312292
Grade 2349331310
Grade 3302341340
Grade 4330305323
Grade 5339321300
Grade 6288335313
Grade 7296286333
Grade 8355283290
Grade 9414369303
Grade 10357372347
Grade 11322366361
Grade 12307315348
Total Students4,4304,3464,270
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 Students443043464270
Female215221052069
Male227822412201
American Indian151316
Asian162116
Black255255264
Hispanic125139137
Native Hawaiian211
White381637103620
Two or more races201207216
Students with Disabilities685643677
Not Students with Disabilities374537033593
Economically Disadvantaged234522952203
Not Economically Disadvantaged208520512067
English Learners283236
Not English Learners440243144234
Homeless452153
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

College & Career Readiness

Diplomas and Completion

Class of 2017: All Students

Division

State

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

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

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

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

Status of the Students in the 2016-2017 Cohort
Student SubgroupTypeAdvanced DiplomasStandard DiplomasOther DiplomasGED'sDropoutsOther Non-Graduates
All StudentsDivision140169338105
State4977134413270494355291988
FemaleDivision89739221
State27208151939333271895690
MaleDivision519624684
State2256319220177161636341298
American IndianDivision<<<<0<
State123127114284
BlackDivision5115000
State79241059810692161508849
HispanicDivision<<<<0<
State47494925291891967259
WhiteDivision128150268104
State299791609911555741732722
Two or more racesDivision<<<<0<
State23621474924317496
Students with DisabilitiesDivision13833050
State1022602927041321179106
Economically DisadvantagedDivision418327895
State959315817159242326561135
HomelessDivision<<<<<<
State203617882423755
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

Four-Year Virginia On-Time Graduation Rate

On-Time Graduation Rate Over Time

All Students

The Virginia On-Time Graduation Rate is based on four years of longitudinal student-level data and accounts for student mobility, changes in student enrollment, and local decisions on the promotion and retention of students. The formula also recognizes that some students with disabilities and English learners are allowed more than the standard four years to earn a diploma and are still counted as “on-time” graduates.

Graduates are defined as students who earn an Advanced Studies Diploma, Standard Diploma, Modified Standard Diploma, or Applied Studies Diploma. On-time graduates are students who earn one of these diplomas within four years of entering the ninth grade. Special education students and English learners who have plans in place that allow them more time to graduate are counted as on-time graduates or as non-graduates when they earn a diploma or otherwise exit high school.

Status of Students After Four Years of High School
Students SubgroupStudents in CohortGraduatesOn-Time Graduation RateCompletersCompletion RateCohort DropoutsCohort Dropout Rate
All Students36534293.735095.9102.7
Female17617197.217398.321.1
Male18917190.517793.784.2
American Indian0<100<10000
Black21211002110000
Hispanic0<100<10000
White32630493.331295.7103.1
Two or more races0<<<<00
Students with Disabilities777293.57293.556.5
Economically Disadvantaged17315187.315991.995.2
Homeless0<<<<<<
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Gap Group 1 = Students with Disabilities, English Language Learners, Economically Disadvantaged Students (unduplicated)
Gap Group 2 = Black Students
Gap Group 3 = Hispanic Students
Unduplicated = Students are able to be in two gap groups

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

Advanced Program Information
Count/Percentage
Program Type2014-20152015-20162016-2017
Advanced Placement Test Taken89 / 6.36%90 / 6.33%88 / 6.48%
Advanced Placement Course Enrollment159 / 11.36%167 / 11.74%149 / 10.96%
Dual Enrollment259 / 18.5%271 / 19.06%309 / 22.74%
Governor’s School Enrollment24 / 1.71%18 / 1.27%16 / 1.18%
IB Course Enrollment - - -
Senior Enrolled in IB Program - - -
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

Postsecondary Enrollment

2014-2015 Postsecondary Enrollment: All Students

Postsecondary enrollment reports show the number and percent of Virginia high school graduates who enrolled in an institution of higher education within sixteen months of graduating from high school. In keeping with federal reporting requirements, postsecondary enrollment reports only include students who earned an Advanced Studies Diploma, International Baccalaureate Diploma or Standard Diploma; students who earned other Virginia Board of Education-approved diplomas are not counted as graduates in the calculation. Reports are available at the state, division and school levels for all students and for student subgroups.

The data represent the best available estimates at this time of postsecondary enrollment. There is currently no definitive source of all postsecondary enrollment records by state, division or school. Virginia Department of Education and external researchers have determined that the best available estimates contained in the postsecondary enrollment reports are likely underestimates, but capture at least 88 percent of Virginia public high school graduates’ postsecondary enrollments.

2014-2015 FGI cohort year (students entering high school in 2011)
Total number of students in the cohort earning a federally recognized high school diplomaStudents who enrolled in any Institution of Higher Education (IHE) within 16 months of earning a federally recognized high school diploma
TypeTotalTotal HERemaining Percent
All StudentsDivision26017134
State800255758028
FemaleDivision1279228
State404623112723
MaleDivision1337941
State395632645333
BlackDivision12<100
State171671128234
HispanicDivision0<100
State8077522135
Native HawaiianDivision0<100
State1147336
WhiteDivision23815933
State457593374926
Two or more racesDivision0<100
State3387249826
Students with DisabilitiesDivision18<100
State5663303146
Economically DisadvantagedDivision874845
State224061294742
English LearnersDivision0<100
State3672225539
LEGEND < = A group below state definition for personally identifiable results. - = no data available for that group This report provides the best available estimates about college enrollment according to the National Student Clearinghouse. For more information, see the answers to Frequently Asked Questions about this report at: http://www.doe.virginia.gov/school_finance/arra/stabilization/reported_data/assurance_c/faq_c11.pdf. Students who attended schools that do not participate in NSC are not included in the number or percent of students enrolled in an IHE. Federally recognized high school diplomas include Standard, Advanced Studies, or International Baccalaureate (IB) diplomas. Most subgroups are based on students' most recent status.

Career & Technical Education

Students Earning One or More CTE Credentials: All Students

Virginia’s 16 career clusters help students investigate careers and design a rigorous and relevant plan of study to advance their career goals. Each career cluster contains multiple pathways that represent a common set of academic, technical and work-place skills. Career pathways lead to credentials that qualify students for a range of career opportunities from entry to professional level. A credential is defined as:

  • State-Issued Professional License, required for entry into a specific occupation as determined by a Virginia state licensing agency;
  • Full Industry Certification, from a recognized industry, trade, or professional association validating essential skills of a particular occupation;
  • Pathway Industry Certification, which may consist of entry-level exams as a component of a suite of exams in an industry certification program leading toward full certification; or
  • Occupational competency assessment, a national standardized assessment of skills/knowledge in a specific career and/or technical area, (NOCTI).

Virginia defines a CTE completer as a student who has met the requirements for a career and technical concentration and all requirements for high school graduation or an approved alternative education program.

Career and Technical Education
Count
2014-20152015-20162016-2017
NOCTI AssessmentsDivision-4724
 State397141393623
State LicensuresDivision182624
 State167317901964
Industry CertificationDivision8151489
 State89541100544109590
Workplace ReadinessDivision308210126
 State336653077542313
Total Credentials EarnedDivision334434663
 State128850137248157490
Students Earning One or More CredentialsDivision324367527
 State104867109089126113
CTE CompletersDivision193238232
 State392914240440502
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 Students781318665.6%
2014-2015
Number of Test TakersNumber of Tests TakenNumber of Tests with Qualifying ScoresPercentage of Tests Passed
All Students58744155.4%
2015-2016
Number of Test TakersNumber of Tests TakenNumber of Tests with Qualifying ScoresPercentage of Tests Passed
All Students73874754%
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

School Finance

Percentage of Expenditures

Division Expenditures

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

  • Smaller school divisions may have similar administrative and support costs as larger divisions but these non-instructional costs are spread over a smaller expenditure base.
  • Geographically large but sparsely populated school divisions may have higher per-pupil transportation costs because of travel distances and mountainous topography.
  • Divisions with large populations of at-risk or special needs students must provide support services that are required or that raise student achievement.
School Division - Percentage of Expenditures
 2013-20142014-20152015-2016
Percentage of fiscal year division
operating expenditures for instructional costs
63.86465.1

Statewide Expenditures

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

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

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

Sources of Financial Support and Total Per Pupil Expenditures for Operations

Division Per-Pupil Spending

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

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

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

School Division - Per-Pupil Spending
 Local FundingStateFederal
2013-20143,380.005,836.00937.00
2014-20153,420.005,868.001,000.00
2015-20163,438.005,889.001,073.00

Statewide Per-Pupil Spending

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

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

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

 

State - Per-Pupil Spending
 Local FundingStateFederal
2013-20145,823.004,634.00784.00
2014-20155,950.004,802.00771.00
2015-20166,101.004,831.00812.00

Learning Climate

Percent of Students Absent

Percent of Students Absent 2016-2017 School Year:

Daily attendance is critical to success in school. A student is considered chronically absent if he or she misses two or more instructional days per month (18 days, or 10 percent of a 180-day school year) regardless of whether the absences are excused or unexcused. According to the U.S. Department of Education:

  • Children who are chronically absent in preschool, kindergarten, and first grade are much less likely to read on grade level by the third grade.
  • Students who can’t read at grade level by the third grade are four times more likely to drop out of high school.
  • By high school, regular attendance is a better dropout indicator than test scores.
  • A student who is chronically absent in any year between the eighth and twelfth grade is seven times more likely to drop out of school.
Absenteeism by Subgroup
2013-20142014-20152015-20162016-2017
Subgroup0%-10%10%-15%15%-20%20+%0%-10%10%-15%15%-20%20+%0%-10%10%-15%15%-20%20+%0%-10%10%-15%15%-20%20+%
All Students4039332118115401427512212639093231251183767321132143
Female19741444848196412958471930133625818281536468
Male20651887067205014664791979190636019391686875
American Indian12010123001400014100
Asian16000152101812115100
Black2322498231191112220261516213251314
Hispanic10962312491312811331261365
Native Hawaiian0000000000000000
White3494288971043443228105106333326796943205256101116
Two or more races17314901871445195189419325128
Students with Disabilities602903738588753145600733131583763348
Economically Disadvantaged175221180632075207101108194223093841850246114112
English Learners24010283003520032631
Homeless5918161061139156211896012912
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 Students94.994.7594.59
Female95.1594.9294.68
Male94.6694.5994.5
American Indian94.9496.6694.52
Asian94.3294.2995.77
Black94.4993.7193.89
Hispanic95.1394.8194.53
Native Hawaiian95.8392.5495.75
White94.994.8294.68
Two or more races95.2194.5593.9
Students with Disabilities93.1893.4192.78
Economically Disadvantaged93.8493.7193.29
English Learners95.9695.6993.68
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Standards of Accreditation (SOA) Offenses Data

2016-2017 Offenses
 Number of Offenses
Alcohol, Tobacco, and Other Drug Offenses81
Technology Offenses<
Offenses Against Student78
Offenses Against Staff27
Weapons Offenses10
Property Offenses21
All Other Offenses<
Other Offenses Against Persons192
Disorderly or Disruptive Behavior Offenses222
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Short Term Suspensions

Short Term Suspensions:

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

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

Short Term Suspensions
 2014-20152015-20162016-2017
Subgroup% Population% Short Term Suspensions% Population% Short Term Suspensions% Population% Short Term Suspensions
American Indian0.3391.280.2990.330.375
Asian0.3610.4830.160.375
Black5.75612.845.86715.336.18313.5
Hispanic2.8222.393.1984.573.2083.66
Native Hawaiian0.0450.0230.023
White86.1476.1585.36673.2584.77872.77
Two or more races4.5377.344.7636.365.05910.07
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Long Term Suspensions

Long Term Supensions:

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

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

Long Term Suspensions
 2014-20152015-20162016-2017
Subgroup% Population% Long Term Suspensions% Population% Long Term Suspensions% Population% Long Term Suspensions
American Indian0.3390.2990.375
Asian0.3610.4830.375
Black5.7565.8676.183
Hispanic2.8223.1983.208
Native Hawaiian0.0450.0230.023
White86.1485.36684.778
Two or more races4.5374.7635.059100
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Expulsions

Expulsions:

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

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

Expulsions
 2014-20152015-20162016-2017
Subgroup% Population% Expulsions% Population% Expulsions% Population% Expulsions
American Indian0.3390.2990.375
Asian0.3610.4830.375
Black5.7565.8676.183
Hispanic2.8223.1983.208
Native Hawaiian0.0450.0230.023
White86.1485.36684.778
Two or more races4.5374.7635.059
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Free and Reduced Meal Eligibility

Free and Reduced Meal Eligibility:

School divisions that choose to take part in the National School Lunch Program get cash subsidies and donated commodities from the U.S. Department of Agriculture for each meal they serve. In return, they must serve lunches that meet Federal requirements, and they must offer free or reduced-price lunches to eligible children. The School Breakfast Program operates by supporting breakfasts in the same manner as the National School Lunch Program.

 

At the beginning of each school year, letters and meal applications are distributed to households of children attending school. This letter informs households that school nutrition programs are available and that free and reduced-price meals are available based on income criteria. Applications have been eliminated totally in divisions that implement the community eligibility provision for all schools within the division.

Children from families with incomes at or below 130 percent of the poverty level are eligible for free meals. Those between 130 percent and 185 percent of the poverty level are eligible for reduced-price meals, for which students can be charged no more than 40 cents for lunch and 30 cents for breakfast. All other students pay the full price for meals.

See the Virginia Department of Education website for more information about school nutrition programs.

Free and Reduced Meal Eligibility
 2014-20152015-20162016-2017
 PercentagePercentagePercentage
All Students50.9253.6754.55
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Free and Reduced Breakfast Participation of Eligible Students

Free and Reduced Breakfast Participation of Eligible Students :

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

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

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

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

 

Free and Reduced Breakfast Participation
 2014-20152015-20162016-2017
 PercentagePercentagePercentage
All Students47.3945.0749.96
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Free and Reduced Lunch Participation of Eligible Students

Free and Reduced Lunch Participation of Eligible Students:

The above pie graph displays the average daily percentage of students eligible for free or reduced-price meals who participated in the U.S. Department of Agriculture School Lunch Program.

School divisions that take part in the National School Lunch Program get cash subsidies and donated food items from the U.S. Department of Agriculture for each meal served. In return, schools must serve lunches that meet federal requirements, and must offer free or reduced-price lunches to eligible children.

Studies show that well-nourished students are better learners. The No Kid Hungry Virginia campaign and the Virginia 365 Project are key state initiatives to increase participation in school nutrition programs and eliminate childhood hunger.

 

Free and Reduced Lunch Participation
 2014-20152015-20162016-2017
 PercentagePercentagePercentage
All Students79.3777.0777.23
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

Teacher Quality

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Student-Teacher Ratio

2016-2017 Grades K-7 Student Teacher Ratio: 0 : 1

student ratio icon

2016-2017 Grades 8-12 Student Teacher Ratio: 0 : 1

student ratio icon

Provisionally Licensed Teachers

Provisionally Licensed Teachers
 2015-20162016-2017
Provisional4%6%
Provisional Special Education0%1%
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

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

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

Percentage of Core Academic Classes Taught by Teachers Not Meeting the Federal Definition of Highly Qualified
 2014-20152015-20162016-2017
Division
All Schools-4%-
High Poverty-8%-
Low Poverty---
State
All Schools100%1%1%
High Poverty100%2%2%
Low Poverty100%1%1%
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

This table provides data on the percentage of classes not taught by teachers meeting the federal definition of highly qualified.

Federal education law defines a highly qualified teacher as a teacher who is fully licensed by the state, has at least a bachelor’s degree, has demonstrated competency in each subject taught, and is teaching in his or her area of endorsement.

Virginia’s licensure regulations – which emphasize content knowledge as well as pedagogy – require new teachers to far exceed the federal highly qualified standard.

Teacher Educational Attainment

Teacher Educational Attainment: 2016-2017

The Virginia Department of Education reports annually on the percentage of teachers with bachelor’s, master’s, or doctorate degrees in schools, school divisions, and the state by highest degree earned.

Teacher Educational Attainment
 Bachelor's DegreeMaster's DegreeDoctoral DegreeOther
2014-201550%47%1%2%
2015-201650%45%1%4%
2016-201750%46%1%3%
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
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