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General school information

Division: Richmond City Public Schools
Address: 301 North 9th St 17th Floor Richmond, VA 23219-1927
Superintendent: Thomas E Kranz
Region: 1
Division Website (opens new window)
Schools in this Division (opens new window)

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

Performance Snapshot

Accountability

Accountability

Assessments

Assessments

Enrollment

Enrollment

College & Career Readiness

College & Career Readiness

Finance

School Finance

Learning Climate

Learning Climate

Teacher Quality

Teacher Quality


Accountability

Accreditation Status

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

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

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

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

Total Number of Schools44
Fully Accredited19
Accreditation Denied19
Partially Accredited: Warned School-Graduation and Completion Index1
Partially Accredited: Warned School-Pass Rate4
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 StudentsDivision717068
 Virginia858687
FemaleDivision787776
 Virginia898990
MaleDivision656361
 Virginia828384
American IndianDivision<100<
 Virginia848481
AsianDivision736783
 Virginia909293
BlackDivision716968
 Virginia797981
HispanicDivision516351
 Virginia767675
WhiteDivision859086
 Virginia899091
Two or more racesDivision<100
 Virginia888989
Students with DisabilitiesDivision373631
 Virginia535354
Economically DisadvantagedDivision706866
 Virginia757578
English LearnersDivision4359
 Virginia676762
Gap Group 2Division716968
 Virginia797981
Gap Group 3Division516351
 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 Students10594941960514010584842
Female116251381063533711615139
Male855474585749439554645
American Indian6888113178367176635638
Asian357641241968493226765024
Black655484565650446534747
Hispanic961523965953418564844
Native Hawaiian<<<<<100<0<100<0
White378750133589551132875513
Two or more races228562152178582218755725
Students with Disabilities634286663428668322468
Economically Disadvantaged653474755449466514549
English Learners746395414140593333067
Grade 3 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students176446361162513810584842
Female206747331264523611625138
Male156146391160504010544446
American Indian<<<<<100<0<<<<
Asian50803020<<<<17786122
Black1359464195748439544646
Hispanic1964443676558358554745
Native Hawaiian<<<<<100<0<100<0
White37895211339259823795621
Two or more races339057101766493411615139
Students with Disabilities105040501441275912392761
Economically Disadvantaged1257454365649448534547
English Learners1047375315351475464154
Grade 4 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students126048401264533614665234
Female156550351367543315695431
Male95546451062523812635137
American Indian<<<<<100<0
Asian20907010<<<<<100<0
Black9564744961523910615139
Hispanic959504166356379675833
White36875013368852133991529
Two or more races4807620199678422825918
Students with Disabilities8473853745385511453455
Economically Disadvantaged754474676053409595041
English Learners534286614847522383662
Grade 5 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students136653341467523316705330
Female146954311670543017725628
Male126351371364513616675133
American Indian<100<0<<<<<<<<
Asian<<<<1080702046773123
Black96353371163533712665434
Hispanic76658341362493812695731
White4790421043965344492488
Two or more races2993647359157941864514
Students with Disabilities8413359846385414513749
Economically Disadvantaged86153391062523811655435
English Learners453494713231683413859
Grade 6 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students646405474841528474053
Female749425185345479524348
Male544395664337576433757
Asian42753325<<<<<<<<
Black342395844440563413859
Hispanic347435314644546433757
White4091519449247834865314
Two or more races13806720278255185524848
Students with Disabilities31298831613843141186
Economically Disadvantaged239376134340573373463
Grade 7 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students952434865751436554945
Female1255444576053407605340
Male647425355247485494551
American Indian<100<0<<<<
Asian<<<<<<<<17755825
Black547425345349474514749
Hispanic665593535653441444356
White37743726409655424896511
Two or more races<<<<-83831714867114
Students with Disabilities419158141814824181482
Economically Disadvantaged446425425149493474553
English Learners<<<<-121288-6694
Grade 8 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students446415454539557453855
Female550465084840528473953
Male441375924139596423558
Asian<<<<<<<<<<<<
Black342395834138593373463
Hispanic552474844541554423858
White268256182471472931855515
Two or more races<<<<<<<<15856915
Students with Disabilities219178142117793141086
Economically Disadvantaged241395923937613333067
English Learners<<<<-7793-9991
EOC English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students478742237571254646036
Female480762047774235656035
Male476722437269283636037
Asian<<<<<100<0<<<<
Black276752417371272636137
Hispanic284821627169298524448
White2796694229673423886512
Two or more races<<<<45100550<100<0
Students with Disabilities660544025553456393361
Economically Disadvantaged175742517069302575543
English Learners-616139-505050-131388
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 Students9483952845375511534147
Female115544451151404913584542
Male7403360539346110463754
Asian14715729<<<<40874713
Black542375844036607453955
Hispanic450465075144496524648
Native Hawaiian<<<<<100<0
White458944113678412236854915
Two or more races57862914<<<<21826118
Students with Disabilities722157862519758231577
Economically Disadvantaged342395863126696433757
English Learners-636337-303070-222278
Grade 8 Writing Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students643375763630647494151
Female851434994233589544546
Male435316532926716423658
Asian<<<<<<<<30906010
Black438356243127695413659
Hispanic447445354338575545046
Native Hawaiian<100<0<100<0
White368347172568433223805720
Two or more races<<<<<<<<11817019
Students with Disabilities41814825181382715985
Economically Disadvantaged-33336721311885413659
English Learners<<<<-212179-262674
EOC Writing Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students165943411366533423654235
Female166448361772552826714529
Male16543846960514020583842
Asian<<<<<100<0<<<<
Black8514349560554013594641
Hispanic4595441106757339413159
Native Hawaiian<<<<<100<0
White549541557953856495315
Two or more races70902010<100<0<<<<
Students with Disabilities18381962943335710392961
Economically Disadvantaged65347471264523610524248
English Learners-868614<<<<-141486
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 Students862543885851427544746
Female865573586053407575043
Male859514185649447524548
American Indian991829188265185706530
Asian138269181678622215826718
Black658524255449465494451
Hispanic867593396455368605340
Native Hawaiian<<<<<<<<<100<0
White258560152788611222815819
Two or more races168165191881631917675033
Students with Disabilities637316353529656312469
Economically Disadvantaged557524355348475494451
English Learners558534275649443484552
Grade 3 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students12645236126351379595041
Female11665434116352379595041
Male13624938136250389584942
American Indian<100<0<100<0<<<<
Asian9827318<<<<11897811
Black1159484195749437544646
Hispanic9746526126754339655635
Native Hawaiian<<<<<100<0<100<0
White23815819329260817735627
Two or more races177962212684581612645336
Students with Disabilities94334571242305810362564
Economically Disadvantaged1060504095749438544646
English Learners569643196252386615439
Grade 4 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students167458261771542914665234
Female177659241972532814685432
Male157257281670543015644936
American Indian<100<0<100<0<100<0
Asian25100750<<<<<<<<
Black136957311366533410625238
Hispanic168266182177552312665434
White3592578429150937875013
Two or more races98374172289671137723528
Students with Disabilities12513949952434811413059
Economically Disadvantaged11695931136653349605140
English Learners9786922146853334474353
Grade 5 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students177153291570553016675133
Female187355271774572616695331
Male176952311367543316655035
American Indian<100<0<<<<<<<<
Asian208060201090801031774623
Black136855321266543411625138
Hispanic166549351578632217725628
White4994456399353838864814
Two or more races318554151378652230835317
Students with Disabilities845365574437569483852
Economically Disadvantaged126655341267553313645136
English Learners844365645754433525048
Grade 6 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students144435614140593474453
Female146445414443563494651
Male142415813837624454155
Asian<<<<<<<<<<<<
Black141405913938612424058
Hispanic2545246-5353474565344
White-767624360574014725828
Two or more races-757525<<<<6393361
Students with Disabilities222207822017804231877
Economically Disadvantaged1414059-4039601414059
English Learners<<<<---100-383862
Grade 7 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students238366233330672262474
Female242405823331672292771
Male234326643329673242176
American Indian<100<0<100<0<<<<
Asian<<<<<<<<-606040
Black134336612826722201880
Hispanic34946512383662-242476
White96254382281591911716029
Two or more races<<<<-545446-282872
Students with Disabilities213118739691513787
Economically Disadvantaged132316812827721201980
English Learners-4496-4496-5595
Grade 8 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students244425614342571403960
Female350475014745531414059
Male239376113938612393861
American Indian<<<<<100<0<100<0
Asian<<<<8756725<<<<
Black142415814039601363564
Hispanic140396013938612434057
White1982631836865323696631
Two or more races<<<<<<<<-686832
Students with Disabilities220188032420764151185
Economically Disadvantaged1414159-3938611343266
English Learners-8892-1515851161584
Algebra I Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students272712826563352666434
Female277752327068302727028
Male167663316058402615939
American Indian<100<0<<<<<100<0
Asian<100<0-92928<<<<
Black-707030-626238-626238
Hispanic173732717069301696831
White13897511189275815887312
Two or more races<<<<<<<<7807320
Students with Disabilities-545346-393861-383862
Economically Disadvantaged-6766331605940-616139
English Learners-626238-747426-606040
Geometry Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students679732165953413403660
Female781741966054403423958
Male576712455652444363364
Asian<100<0<100<0<<<<
Black27573252535147-313169
Hispanic1186761436562352525048
White2896684339663423866214
Two or more races<100<0<100<0<<<<
Students with Disabilities75548452413959-161684
Economically Disadvantaged172712825048501302970
English Learners<<<<4716729-505050
Algebra II Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students482771868175196716529
Female584801658075208736627
Male477732378274184696531
American Indian<100<0<100<0<100<0
Asian<100<0<100<0<100<0
Black281791917877223666334
Hispanic984751647168292787722
White1282701823936972694696
Two or more races<100<0<100<0<100<0
Students with Disabilities-616139-696931-565644
Economically Disadvantaged281791917776233676433
English Learners-707030<<<<-92928
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 Students766593486457367595241
Female667603386557356595241
Male765583586456368595141
American Indian<100<0<<<<<<<<
Asian217554253484501625643936
Black463593756157394555145
Hispanic662553885951416524748
Native Hawaiian<<<<<100<0
White2793667299162928906210
Two or more races328856121483691730895911
Students with Disabilities846395464135595322768
Economically Disadvantaged359564155955414534847
English Learners13232681292871-181882
Grade 5 Science Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students126755331570553015644936
Female116655341671552914624938
Male136754331569553116654935
American Indian<100<0<<<<<<<<
Asian30704030369155923543146
Black96455361267543311615039
Hispanic96354371569543111584742
White3893557429756338854716
Two or more races20876713138774134393507
Students with Disabilities145541451049395110413159
Economically Disadvantaged66155391165543511604940
English Learners244435624846521242376
Grade 8 Science Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students449455134946513484552
Female451474934846523474453
Male347445345046504504650
American Indian<100<0<100<0<100<0
Asian<<<<36824518<<<<
Black245445524745532424058
Hispanic546415424038601414059
Native Hawaiian<<<<<100<0
White228966111876582416877113
Two or more races<100<0<<<<4837817
Students with Disabilities327247353227686231777
Economically Disadvantaged245445514342572383662
English Learners-2298-2298-101090
Biology Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students470673056460364524748
Female471672946662345534847
Male470663056157393504650
American Indian<100<0<<<<<<<<
Asian<<<<<100<08504250
Black168673226361371494851
Hispanic466623435249482353365
White219272832926083195635
Two or more races<<<<<<<<<<<<
Students with Disabilities1525148-333367-252575
Economically Disadvantaged164623626058401484752
English Learners-454555-252575-111189
Chemistry Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students789831158378175797421
Female689831168377174817719
Male790831058479165767024
American Indian<100<0<100<0
Asian<100<0<100<0<100<0
Black288861317978212747226
Hispanic383791710908010-868614
White189778318967941698822
Two or more races60100400<100<0<100<0
Students with Disabilities5746826-757525-626238
Economically Disadvantaged185841517978211706930
English Learners<<<<<<<<<<<<
Earth Science Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students677712346763335625738
Female575702556560354615739
Male880722047067306635737
American Indian<100<0<100<0<100<0
Asian<<<<<<<<<<<<
Black375722516363372585642
Hispanic1288761267469267746726
White289466631946363491579
Two or more races<<<<<100<02791649
Students with Disabilities565603514343571313069
Economically Disadvantaged373702726463361565544
English Learners<<<<<<<<-434357
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 Students147258281467533315675233
Female137259281367533315675233
Male147257281468533215685332
American Indian8756725<<<<2592678
Asian35915692876482428795121
Black106959311064543611635337
Hispanic167257281672552816675133
Native Hawaiian<<<<<<<<<100<0
White45924784390471038885112
Two or more races4396534549339735804520
Students with Disabilities1154434684637548433557
Economically Disadvantaged116757331063533711625138
English Learners6544946166145395453955
VA & US History Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students976672456762339685932
Female976672446864329675833
Male976672456560358696131
American Indian<<<<<100<0<100<0
Asian<100<0<<<<<<<<
Black574692626361375645936
Hispanic7777023470663010837317
White399253826956954194536
Two or more races<100<0<100<0<<<<
Students with Disabilities1595841-4040603464254
Economically Disadvantaged570653016261383615839
English Learners56257385585343-676733
World History I Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students259584125048504625838
Female260584025048503625938
Male159574135048504625838
American Indian<100<0<<<<
Black157564324846522626038
Hispanic-72722825553453494651
White78780131278652218856715
Two or more races<<<<<100<0<<<<
Students with Disabilities-46465412928711434257
Economically Disadvantaged156554424645542626038
English Learners<100<0-4040601313069
World History II Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students7746726872642811726128
Female572672876962319706130
Male10766624975662513746126
American Indian<100<0<100<0
Asian<<<<<100<0<<<<
Black371682936764335676133
Hispanic5807520148167195706530
White349460636966044396534
Two or more races5591369<100<0<100<0
Students with Disabilities-39396144339574474353
Economically Disadvantaged366633436562355656035
English Learners-585842<<<<-545446
Geography Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students26563357686032-444456
Female16665346686232-414159
Male36360379675833-484852
American Indian<100<0<100<0<<<<
Asian<<<<<100<0<<<<
Black16463365645836-444456
Hispanic-535347-91919-525248
White179779345100550-333367
Two or more races<100<0<<<<
Students with Disabilities-414159-454555-212179
Economically Disadvantaged16261383555245-444456
English Learners-353565<100<0
Civics & Econ Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students116757331269573112655435
Female106958311468543211645336
Male11665534970613012675433
American Indian<100<0<100<0<100<0
Asian<100<0<<<<35885312
Black765583586759338605240
Hispanic126856321571562910665634
Native Hawaiian<100<0
White548934113882441830895911
Two or more races<100<0<<<<13725928
Students with Disabilities541365924240582302970
Economically Disadvantaged864563686557357564944
English Learners-242476-383862-373763
VA Studies Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students297849223176452430734327
Female297848223176442432754325
Male287850223277452328714329
American Indian<<<<<100<0<100<0
Asian30906010<<<<<100<0
Black247652242673472724694531
Hispanic297849223079482135774223
White5993337679427650883812
Two or more races48100520629331756802420
Students with Disabilities206646341659434112473453
Economically Disadvantaged237450262674482626694331
English Learners116655342871422916564044
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: 81.85 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-kindergarten1,7131,9201,728
Kindergarten2,2072,0452,189
Grade 12,1952,1402,150
Grade 22,1222,1202,156
Grade 31,9442,0472,175
Grade 41,8391,8462,077
Grade 51,7351,7811,877
Grade 61,5451,5571,708
Grade 71,4561,4681,597
Grade 81,5191,3721,590
Grade 91,7921,7931,735
Grade 101,3601,4191,423
Grade 111,3461,2201,294
Grade 121,1841,2521,169
Post Graduate070
Total Students23,95723,98724,868
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 Students239572398724868
Female118501187712302
Male121071211012566
American Indian323539
Asian287321331
Black182301792717685
Hispanic276530753472
Native Hawaiian191316
White227522642892
Two or more races349352433
Students with Disabilities386442484317
Not Students with Disabilities200931973920551
Economically Disadvantaged150691676215955
Not Economically Disadvantaged888872258913
English Learners194820312198
Not English Learners220092195622670
Homeless423574477
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 StudentsDivision35461193824368
State4978334418270994955151976
FemaleDivision2203153829428
State27214151969363301886684
MaleDivision13429655614940
State2256919222177361936291292
American IndianDivision<<<<0<
State123127114274
AsianDivision422032
State45731128821711653
BlackDivision26253984515062
State79241059610702191502852
HispanicDivision174021822
State47504926291891963260
Native HawaiianDivision<<<<<<
State62634043
WhiteDivision68275272
State299881610411585771729709
Two or more racesDivision<<<<0<
State23631474934317495
Students with DisabilitiesDivision6154932732
State1022603127091331175105
Economically DisadvantagedDivision16645580413155
State959415818159442726451138
English LearnersDivision11310440
State1518329526534162683
HomelessDivision9351111110
State203616882423757
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 Students1377105876.8106777.524317.6
Female69757382.257682.69413.5
Male68048571.349172.214921.9
American Indian0<100<10000
Asian13861.5861.5323.1
Black110288580.389080.815013.6
Hispanic14459416142.48256.9
Native Hawaiian0<<<<<<
White11110090.110291.976.3
Two or more races0<100<10000
Students with Disabilities33225376.225677.17322
Economically Disadvantaged89170178.770579.113114.7
English Learners60152515254473.3
Homeless775571.45672.71114.3
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 Taken488 / 8.59% -371 / 6.6%
Advanced Placement Course Enrollment582 / 10.24%555 / 9.76%490 / 8.72%
Dual Enrollment0 / 0%50 / .88%0 / 0%
Governor’s School Enrollment281 / 4.95%289 / 5.08%276 / 4.91%
IB Course Enrollment -71 / 1.25%67 / 1.19%
Senior Enrolled in IB Program1 / .02%13 / .23%19 / .34%
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 StudentsDivision99053046
State800255758028
FemaleDivision55132142
State404623112723
MaleDivision43920952
State395632645333
American IndianDivision0<100
State25416535
AsianDivision10<100
State5267459213
BlackDivision81643746
State171671128234
HispanicDivision591869
State8077522135
Native HawaiianDivision0<100
State1147336
WhiteDivision1016734
State457593374926
Students with DisabilitiesDivision1124362
State5663303146
Economically DisadvantagedDivision57727453
State224061294742
English LearnersDivision29<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 AssessmentsDivision3--
 State397141393623
State LicensuresDivision24314
 State167317901964
Industry CertificationDivision182812821143
 State89541100544109590
Workplace ReadinessDivision-10154
 State336653077542313
Total Credentials EarnedDivision185512951311
 State128850137248157490
Students Earning One or More CredentialsDivision136411541141
 State104867109089126113
CTE CompletersDivision666693677
 State392914240440516
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

Advanced Placement Participation and Achievement

AP Achievement
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
64.464.864.4

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
2013-20145,860.004,814.002,057.00
2014-20155,996.005,259.002,159.00
2015-20166,281.005,244.002,319.00

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 Students2006820808911877200522245108021791957620331156254520942216410412367
Female9990100641384999841093522991971694554612261046610764711077
Male100781074478102810068115255811889860108861013191047610885701290
American Indian32311311123024035142
Asian1589441651888292211321300171122
Black1531817847831660148151947911192213994169996721761403617558691963
Hispanic22171565912525991759717928791971032523328264110279
Native Hawaiian13400111551002714000
White20911003673212282515120399256782817934082
Two or more races239248143092171233222111141234719
Students with Disabilities3409496223511324348923861136234652907243360466238647
Economically Disadvantaged15032176675215671378818058501677145131736101322301349717748401904
English Learners172289365720921265710421231177015424331486692
Homeless844232118231830241114277962250137392939218141324
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 Students93.4992.8193.01
Female93.7392.9893.23
Male93.2692.6492.79
American Indian93.2294.5891.83
Asian95.2494.6294.23
Black92.9192.1292.42
Hispanic94.7394.0593.63
Native Hawaiian84.9387.1295.6
White96.2495.7795.83
Two or more races95.3394.9995
Students with Disabilities91.1690.5690.91
Economically Disadvantaged92.8392.192.34
English Learners95.3694.5693.93
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 Offenses147
Technology Offenses74
Offenses Against Student588
Offenses Against Staff346
Weapons Offenses158
Property Offenses213
All Other Offenses554
Other Offenses Against Persons2,515
Disorderly or Disruptive Behavior Offenses6,615
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 Indian0.1340.1460.090.1570.19
Asian1.1980.351.3380.651.3310.82
Black76.09593.2374.73692.0371.11591.83
Hispanic11.5423.7812.8195.0513.9624.61
Native Hawaiian0.0790.10.0540.040.064
White9.4961.89.4381.3811.6291.5
Two or more races1.4570.741.4670.771.7411.05
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 Indian0.1340.1460.1570.21
Asian1.1980.211.3381.041.3310.42
Black76.09597.9374.73694.1571.11591.46
Hispanic11.5421.0312.8192.9213.9625.42
Native Hawaiian0.0790.0540.064
White9.4960.419.4381.0411.6290.63
Two or more races1.4570.411.4670.841.7411.88
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 Indian0.1340.1460.157
Asian1.1981.3381.331
Black76.09597.1474.73695.6571.11596.3
Hispanic11.54212.8194.3513.9623.7
Native Hawaiian0.0790.0540.064
White9.4962.869.43811.629
Two or more races1.4571.4671.741
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 Students97.6197.699.76
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 Students54.1655.559.82
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Free and Reduced Lunch Participation of Eligible Students

Free and Reduced Lunch Participation of Eligible Students:

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

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

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

 

Free and Reduced Lunch Participation
 2014-20152015-20162016-2017
 PercentagePercentagePercentage
All Students75.1374.2775.04
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Teacher Quality

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Student-Teacher Ratio

2015-2016 Grades K-7 Student Teacher Ratio: 11.62 : 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 icon

2015-2016 Grades 8-12 Student Teacher Ratio: 9.16 : 1

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

Provisionally Licensed Teachers

Provisionally Licensed Teachers
 2015-20162016-2017
Provisional11%10%
Provisional Special Education4%3%
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

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

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

Percentage of Core Academic Classes Taught by Teachers Not Meeting the Federal Definition of Highly Qualified
 2014-20152015-20162016-2017
Division
All Schools100%6%5%
High Poverty100%6%5%
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
2014-201543%53%2%2%
2015-201644%52%1%3%
2016-201743%53%1%3%
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
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