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General school information

Division: Richmond County Public Schools
Address: 92 Walnut Warsaw, VA 22572
Superintendent: Dr. James Gregory Smith
Region: 3
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 Schools2
Fully Accredited2

Federal Graduation Indicator

Federal Graduation Indicator: All Students

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

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

Federal Graduation Indicator
Student SubgroupType2013-20142014-20152015-2016
All StudentsDivision827889
 Virginia848586
FemaleDivision887790
 Virginia888989
MaleDivision777888
 Virginia818283
American IndianDivision100
 Virginia788484
AsianDivision100
 Virginia909092
BlackDivision708296
 Virginia777979
HispanicDivision<<<
 Virginia767676
WhiteDivision857586
 Virginia898990
Two or more racesDivision100<100
 Virginia898889
Students with DisabilitiesDivision402769
 Virginia525353
Economically DisadvantagedDivision737584
 Virginia747575
English LearnersDivision100<<
 Virginia676767
Gap Group 2Division708296
 Virginia777979
Gap Group 3Division<<<
 Virginia767676
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Assessments

Student Achievement by Proficiency Level

Reading

Reading Performance: All Students

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

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

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

Overall Student Performance: Reading Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students147561251479642112786622
Female167761231783671715846916
Male127461261275622510736327
American Indian<100<0<100<0<<<<
Asian<<<<<100<0<100<0
Black464603676659348665834
Hispanic137158291084741611716029
White198161191884661615867114
Two or more races68175191668533213816919
Students with Disabilities643375753934619332467
Economically Disadvantaged968583297263289696031
English Learners5625738573682710605040
Grade 3 English Reading Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students14564244157460269716229
Female145945412278562211776623
Male1352394877064306635737
Black5292471147359274706730
Hispanic134733537807320-727228
White166751331875572514715729
Two or more races<100<0<<<<<<<<
Students with Disabilities6241876<<<<-272773
Economically Disadvantaged9473953106757333656235
English Learners9453655-757525-646436
Grade 4 English Reading Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students207757232177562316856815
Female298657142683571722896711
Male157257281670533010796921
Black17553845175438469827318
Hispanic17836717159277812766524
White248662142282611820897011
Two or more races<100<0<100<0<<<<
Students with Disabilities631256911564444<<<<
Economically Disadvantaged166953311571562910806920
English Learners-828218<<<<8776923
Grade 5 English Reading Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students186749331377642317735527
Female247651241984661623815819
Male115746431073632711645236
Black457524386254388544646
Hispanic<<<<973642729795021
White327644241886691420785922
Two or more races<<<<<<<<<100<0
Students with Disabilities-2727731344315612352465
Economically Disadvantaged13614839974642613604740
English Learners<<<<-707030<<<<
Grade 6 English Reading Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students148269181574582614796521
Female138774131684671615857115
Male147965211563493714756225
Asian<100<0<100<0
Black-757525757504318685032
Hispanic<100<0<<<<8423358
White20836317188668141391789
Two or more races<100<0<<<<<100<0
Students with Disabilities9453655-27277319381963
Economically Disadvantaged14776323862543816725628
English Learners<100<0<<<<<<<<
Grade 7 English Reading Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students168469162088681215836817
Female158267181788711220896911
Male178971112188661310766724
Black-808020-81811911756425
Hispanic<<<<<100<0<<<<
White218867123089591120906910
Two or more races<100<0<100<0<<<<
Students with Disabilities-808020<<<<-363664
Economically Disadvantaged78376171182701810716229
English Learners<<<<<<<<<<<<
Grade 8 English Reading Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students11685732147561258786922
Female13635038147663247837617
Male10726228147258289746426
Black-595941-656535-535347
Hispanic<<<<<<<<<100<0
White157458261779622113887513
Two or more races<<<<<<<<<100<0
Students with Disabilities8332567-252575<<<<
Economically Disadvantaged653474777063304676333
English Learners<<<<<<<<<<<<
EOC English Reading Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students69286838784137817519
Female68781134938977827518
Male59792328179196807420
Black-89891147470264625838
Hispanic<<<<-91919<<<<
White1194836492888791849
Two or more races<100<0<<<<<100<0
Students with Disabilities<<<<-3333671523877
Economically Disadvantaged-87871328179198655835
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 Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students177355271881631912746226
Female187759232488641317796221
Male16695231127462269716229
Black10584842-68683210504050
Hispanic579742113887513<100<0
White227957212886581414826818
Two or more races<<<<<<<<<100<0
Students with Disabilities6322668-45455530502050
Economically Disadvantaged963543787566258635438
English Learners-737327<<<<<100<0
Grade 8 Writing Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students116958311978592211746326
Female107465262486631417796221
Male12655435116654346706430
Black4706530-6363377484152
Hispanic<<<<<<<<<100<0
White156853322684591614826818
Two or more races<<<<<<<<<100<0
Students with Disabilities8312369-737327<<<<
Economically Disadvantaged356534477265284615739
English Learners<<<<<<<<<100<0
EOC Writing Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students1982631818846616<100<0
Male1878602313806720<100<0
Black24765224-727228<100<0
Hispanic<<<<10908010<100<0
Students with Disabilities10403060<<<<<100<0
Economically Disadvantaged1279672110786823<100<0
English Learners<100<0<<<<<100<0
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Math

Math Performance: All Students

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

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

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

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

Overall Student Performance: Math Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students137765231483701713837017
Female138068201588731216867014
Male127562251279672110817119
American Indian<<<<<<<<<100<0
Asian<100<0<100<0<100<0
Black663583787567258736527
Hispanic9776823128977118898111
White168468161786691416877113
Two or more races7746726671652912766524
Students with Disabilities7453955545405511453555
Economically Disadvantaged867593397869229776923
English Learners1170603088476169857615
Grade 3 Mathematics Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students56055401388751210746426
Female4565244149278810766724
Male66457361284721610716129
Black9362764148671144605640
Hispanic-6767336888113-898911
White5666134159176916776123
Two or more races<100<0<<<<<<<<
Students with Disabilities6352965<<<<7362964
Economically Disadvantaged252504898677147706330
English Learners-737327-929287867914
Grade 4 Mathematics Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students32825018308656143091619
Female39895011408949113495615
Male287850221981631924866214
Black207050302171502917877013
Hispanic42753325311006901294826
White40905010338855123991529
Two or more races<100<0<100<0<100<0
Students with Disabilities1235246511443356<<<<
Economically Disadvantaged277548251781631918887012
English Learners27734527<100<0892858
Grade 5 Mathematics Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students237249282984551621775623
Female297849223388551229906010
Male166549352682561812635137
Black85446462369463117584242
Hispanic<<<<25755025793867
White31815019359258828825418
Two or more races<<<<<100<0<<<<
Students with Disabilities-252575644385612241276
Economically Disadvantaged156550352476532410696031
English Learners<<<<9736427<<<<
Grade 6 Mathematics Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students9827318179772113897611
Female39189938482161496824
Male14766224-73732713857215
Asian<100<0<100<0
Black4706730-6666348837517
Hispanic<100<0<100<018826418
White1286741438986111493797
Two or more races<100<0<<<<<100<0
Students with Disabilities-606040-27277319563844
Economically Disadvantaged5726728-72722810847316
English Learners<100<0<100<0<<<<
Grade 7 Mathematics Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students108474161990711014897411
Female1087771324936972091729
Male118169191688731210867614
Black-767624481771916846816
Hispanic<<<<<100<0<<<<
White1687711328936671595805
Two or more races<100<0<100<0<<<<
Students with Disabilities-555545<<<<9453655
Economically Disadvantaged-7979211583681714816719
English Learners<<<<<100<0<<<<
Grade 8 Mathematics Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students682761827069302777523
Female5716729-7474264837817
Male79083104656135-727228
Black-888813-747426-505050
Hispanic<<<<<<<<<100<0
White107969213706730493897
Students with Disabilities278255188463854<<<<
Economically Disadvantaged-7575253737027-666634
English Learners<<<<<<<<<100<0
Algebra I Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students88173194908610692878
Female11897711395925795885
Male575702568781134898511
Black-7878225908610391889
Hispanic<<<<<100<0<<<<
White128271185908510894866
Two or more races<100<0<100<0<100<0
Students with Disabilities-545446<<<<-676733
Economically Disadvantaged268663228684144898511
English Learners<100<0<100<0<100<0
Geometry Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students876692497363275746826
Female6807420118069205696431
Male1073632786658346787222
Asian<100<0<100<0
Black3524848-5858424605640
Hispanic-838317<<<<<<<<
White12897711147965217777023
Two or more races<<<<<<<<<100<0
Students with Disabilities-252575<<<<<<<<
Economically Disadvantaged8615339-5656442676533
English Learners<<<<<<<<<<<<
Algebra II Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students877702358378179827318
Female6827618-89891111695831
Male973642711756425797903
Asian<100<0<100<0
Black-424258-93937-676733
Hispanic<<<<<100<0<<<<
White793867776682413857315
Two or more races<<<<<100<0
Students with Disabilities<<<<<100<0<<<<
Economically Disadvantaged7595241492888-757525
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 Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students8706330674682612847116
Female6666134574692611817019
Male10746526875672514867214
Asian<100<0<100<0<100<0
Black356534435856424726828
Hispanic4706530564593616867014
White11766624882741816887212
Two or more races-757525-737327<<<<
Students with Disabilities5282372-3232686575143
Economically Disadvantaged562573856460368776923
English Learners4585442454504617675033
Grade 5 Science Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students115949411074642627805320
Female12594641973642731855415
Male96051401074642623755225
Black4302670854464617584242
Hispanic<<<<867583329865714
White177659241282711833905710
Two or more races<<<<<100<0<<<<
Students with Disabilities-272773-3131696474153
Economically Disadvantaged9504150968583219745526
English Learners<<<<-646436<<<<
Grade 8 Science Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students9746626107969219887813
Female361583987567255868114
Male128271181486711413897511
Black97768235474253-676733
Hispanic<<<<<<<<<100<0
White9746426129078101696814
Two or more races<100<0<<<<<100<0
Students with Disabilities15382362-585842<<<<
Economically Disadvantaged672672847167294797421
English Learners<<<<<<<<<<<<
Biology Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students582771837370277837517
Female887791328078205746826
Male27876224656135991819
Asian<100<0<100<0
Black-646436-595941-818119
Hispanic-1001000<<<<<<<<
White8857715584791613857215
Two or more races<<<<<<<<<100<0
Students with Disabilities<<<<-7793<<<<
Economically Disadvantaged280782045955413726928
English Learners<<<<<<<<<<<<
Chemistry Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students6645836-7373275837817
Female-585842-6969313817819
Male16745826-7878228887913
Black-717129<<<<-737327
Hispanic<<<<<<<<<100<0
White10625238-7676247847716
Two or more races<<<<<100<0<100<0
Economically Disadvantaged4575243-656535595895
English Learners<<<<<<<<
Earth Science Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students370673077467269837517
Female-64643647066307797221
Male67771231078692212907810
Asian<100<0<100<0
Black-505050-696931-787822
Hispanic<<<<<<<<<<<<
White58176191179672112857315
Two or more races<<<<<<<<<100<0
Students with Disabilities-9991-404060-676733
Economically Disadvantaged454504626058404777423
English Learners<<<<<<<<<<<<
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

History

History Performance: All Students

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

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

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

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

Overall Student Performance: History Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students278457162384611621856415
Female238360171879612119836417
Male318654142888611222876413
American Indian<<<<<<<<
Asian<100<0<100<0<100<0
Black157560251480662010786822
Hispanic258459163177462324846116
White328755132686601425886312
Two or more races229674424886512<<<<
Students with Disabilities1257454376053407564944
Economically Disadvantaged227957211978592214776323
English Learners248259183974352625603540
VA & US History Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students10887812148470169726328
Female7868014138068207696231
Male15917691587721311746426
Black88476169645536-636338
Hispanic<100<030805020<<<<
White12887712139481611766524
Two or more races<100<0<<<<<<<<
Students with Disabilities<<<<-404060---100
Economically Disadvantaged10887813167458262575543
English Learners<100<0<<<<<<<<
US History I Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students4394516
Female3895575
Male4693477
Asian<100<0
Black21896811
Hispanic<100<0
White5295435
Two or more races<100<0
Students with Disabilities<<<<
Economically Disadvantaged3791539
English Learners<100<0
World History I Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students8726328198263181092828
Female466623410756525991819
Male13776423278861121194836
American Indian<<<<
Asian<100<0<100<0
Black-5454467867914-868614
Hispanic<<<<<<<<<<<<
White12806820267953211395825
Two or more races<<<<<100<0<100<0
Students with Disabilities-7793<<<<-797921
Economically Disadvantaged660544087365282878513
English Learners<<<<<<<<<<<<
World History II Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students8766824875672511806920
Female373702876457363777423
Male137966211090811018826518
Asian<100<0<100<0
Black8544646-696931-717129
Hispanic20705030<<<<<<<<
White67972211278662218846616
Two or more races<100<0<<<<<100<0
Students with Disabilities<<<<<100<0<<<<
Economically Disadvantaged1468543236763337686132
English Learners<<<<<<<<
US History II Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students33865314
Female30885812
Male37834617
Asian<100<0
Black-727228
Hispanic<<<<
White48904210
Two or more races<100<0
Students with Disabilities<<<<
Economically Disadvantaged15756025
English Learners<100<0
Civics & Econ Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students2884561624946962892648
Female18786023259368721876713
Male3790531024947163496624
Black2175542568983117867914
Hispanic<<<<<100<0<100<0
White349157929946563995555
Two or more races<100<0<100<0
Students with Disabilities<<<<991829<<<<
Economically Disadvantaged20806020169276822856315
English Learners<<<<<100<0<<<<
VA Studies Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students629634455954154992438
Female65100350521004805796394
Male5892338569336739874713
Black4692468469246843833917
Hispanic<100<06090301055100450
White719827256984224994456
Two or more races<100<0<100<0<100<0
Students with Disabilities9736427156954318544646
Economically Disadvantaged5995365469448638885013
English Learners<100<0<<<<<100<0
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Percent of Kindergarten Students Meeting Literacy Benchmarks

All Kindergartners

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

 

2012-20132013-20142014-2015
Percent of Kindergarten Students Meeting Literacy BenchmarksDivision: 89.9 State: 91.04Division: 91.45 State: 91.28Division: 92 State: 90.38

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

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

Enrollment

Fall Membership by Grade

Grade2013-20142014-20152015-2016
Pre-kindergarten0033
Kindergarten11310178
Grade 1106119102
Grade 290102113
Grade 310292105
Grade 4969397
Grade 5809591
Grade 610284100
Grade 79410190
Grade 88986102
Grade 91088891
Grade 108810485
Grade 117683104
Grade 12897791
Total Students1,2331,2251,282
Fall Membership by Grade
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

Fall Membership by Subgroup

2015 Fall Membership By Subgroup: Racial and Ethnic Groups

The Virginia Department of Education annually collects statistics on the number of students enrolled in public schools on September 30.  Student counts are reported by grade assignment, race, ethnicity, disability, English proficiency, and economic status.

The collection of race and ethnicity information as specified by the U.S. Department of Education is required for eligibility for federal education funds and for accountability reports.

A student is reported as economically disadvantaged if he or she meets any one of the following criteria:

  • Is eligible for Free/Reduced Meals;
  • Receives Temporary Assistance for Needy Families;
  • Is eligible for Medicaid; or
  • Is a migrant or is experiencing homelessness.

.

Fall Membership by Subgroup
Subgroup2013-20142014-20152015-2016
All Students123312251282
Female606595639
Male627630643
American Indian222
Asian667
Black329339355
Hispanic150131144
White715716737
Two or more races313137
Students with Disabilities161164162
Not Students with Disabilities107210611120
Economically Disadvantaged639636640
Not Economically Disadvantaged594589642
English Learners928477
Not English Learners114111411205
Homeless8207
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

College & Career Readiness

Diplomas and Completion

Class of 2016: All Students

Division

State

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

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

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

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

Status of the Students in the 2015-2016 Cohort
Student SubgroupTypeAdvanced DiplomasStandard DiplomasOther DiplomasGED'sDropoutsOther Non-Graduates
All StudentsDivision47343140
State4917334246347093350192269
FemaleDivision27111120
State268261510112433531834822
MaleDivision20232020
State2234719145222758031851447
AsianDivision<<<<0<
State44281224891612962
BlackDivision6122020
State79001054014302301415981
HispanicDivision531010
State44244514381851538310
WhiteDivision31160110
State300171650514315601740817
Two or more racesDivision<<<<0<
State222313111283616089
Students with DisabilitiesDivision163020
State946531134691091067120
Economically DisadvantagedDivision22183030
State921814811194032621251240
English LearnersDivision<<<<0<
State448207029417117888
HomelessDivision<<<<0<
State1976231151116285
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

Four-Year Virginia On-Time Graduation Rate

On-Time Graduation Rate Over Time

All Students

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

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

Status of Students After Four Years of High School
Students SubgroupStudents in CohortGraduatesOn-Time Graduation RateCompletersCompletion RateCohort DropoutsCohort Dropout Rate
All Students898494.48595.544.5
Female423992.94095.224.8
Male474595.74595.724.3
Asian0<100<10000
Black222090.92090.929.1
Hispanic10990990110
White494795.9489812
Two or more races0<100<10000
Students with Disabilities121083.31083.3216.7
Economically Disadvantaged464393.54393.536.5
English Learners0<100<10000
Homeless0<100<10000
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Gap Group 1 = Students with Disabilities, English Language Learners, Economically Disadvantaged Students (unduplicated)
Gap Group 2 = Black Students
Gap Group 3 = Hispanic Students
Unduplicated = Students are able to be in two gap groups

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

Advanced Program Information
Count/Percentage
Program Type2013-20142014-20152015-2016
Advanced Placement Test Taken30 / 8.31%23 / 6.53%24 / 6.47%
Advanced Placement Course Enrollment30 / 8.31%24 / 6.82%24 / 6.47%
Dual Enrollment156 / 43.21%16 / 4.55%162 / 43.67%
Governor’s School Enrollment11 / 3.05%13 / 3.69%15 / 4.04%
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

2013-2014 Postsecondary Enrollment: All Students

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

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

2013-2014 FGI cohort year (students entering high school in 2010)
Total number of students in the cohort earning a federally recognized high school diplomaStudents who enrolled in any Institution of Higher Education (IHE) within 16 months of earning a federally recognized high school diploma
TypeTotalTotal HERemaining Percent
All StudentsDivision764936
State807645806228
FemaleDivision443130
State410163155223
MaleDivision321844
State397482651033
BlackDivision231439
State175771162334
HispanicDivision0<100
State7574489435
WhiteDivision442934
State467663441226
Two or more racesDivision0<100
State3210234527
Students with DisabilitiesDivision0<100
State5865307548
Economically DisadvantagedDivision362044
State228881345141
English LearnersDivision0<100
State5050327035
LEGEND < = A group below state definition for personally identifiable results. - = no data available for that group This report provides the best available estimates about college enrollment according to the National Student Clearinghouse. For more information, see the answers to Frequently Asked Questions about this report at: http://www.doe.virginia.gov/school_finance/arra/stabilization/reported_data/assurance_c/faq_c11.pdf. Students who attended schools that do not participate in NSC are not included in the number or percent of students enrolled in an IHE. Federally recognized high school diplomas include Standard, Advanced Studies, or International Baccalaureate (IB) diplomas. Most subgroups are based on students' most recent status.

Career & Technical Education

Students Earning One or More CTE Credentials: All Students

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

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

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

Career and Technical Education
Count
2013-20142014-20152015-2016
NOCTI AssessmentsDivision15108
 State502439714139
State LicensuresDivision338
 State90516731790
Industry CertificationDivision91178206
 State6932189541100544
Workplace ReadinessDivision528379
 State283493366530775
Total Credentials EarnedDivision161274301
 State103599128850137248
Students Earning One or More CredentialsDivision128159180
 State86257104867109089
CTE CompletersDivision656870
 State419243929142404
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

Advanced Placement Participation and Achievement

AP Achievement
2013-2014
Number of Test TakersNumber of Tests TakenNumber of Tests with Qualifying ScoresPercentage of Tests Passed
All Students52833238.6%
2014-2015
Number of Test TakersNumber of Tests TakenNumber of Tests with Qualifying ScoresPercentage of Tests Passed
All Students49702332.9%
2015-2016
Number of Test TakersNumber of Tests TakenNumber of Tests with Qualifying ScoresPercentage of Tests Passed
All Students57914448.4%
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

School Finance

Percentage of Expenditures

Division Expenditures

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

  • Smaller school divisions may have similar administrative and support costs as larger divisions but these non-instructional costs are spread over a smaller expenditure base.
  • Geographically large but sparsely populated school divisions may have higher per-pupil transportation costs because of travel distances and mountainous topography.
  • Divisions with large populations of at-risk or special needs students must provide support services that are required or that raise student achievement.
School Division - Percentage of Expenditures
 2012-20132013-20142014-2015
Percentage of fiscal year division
operating expenditures for instructional costs
66.366.366.6

Statewide Expenditures

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

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

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

Sources of Financial Support and Total Per Pupil Expenditures for Operations

Division Per-Pupil Spending

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

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

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

School Division - Per-Pupil Spending
 Local FundingStateFederal
2012-20134,699.005,635.00910.00
2013-20144,488.005,677.00868.00
2014-20154,482.006,081.00824.00

Statewide Per-Pupil Spending

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

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

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

 

State - Per-Pupil Spending
 Local FundingStateFederal
2012-20135,777.004,605.00875.00
2013-20145,823.004,634.00784.00
2014-20155,949.004,802.00772.00

Learning Climate

Percent of Students Absent

Percent of Students Absent 2015-2016 School Year:

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

  • Children who are chronically absent in preschool, kindergarten, and first grade are much less likely to read on grade level by the third grade.
  • Students who can’t read at grade level by the third grade are four times more likely to drop out of high school.
  • By high school, regular attendance is a better dropout indicator than test scores.
  • A student who is chronically absent in any year between the eighth and twelfth grade is seven times more likely to drop out of school.
Absenteeism by Subgroup
2012-20132013-20142014-20152015-2016
Subgroup0%-10%10%-15%15%-20%20+%0%-10%10%-15%15%-20%20+%0%-10%10%-15%15%-20%20+%0%-10%10%-15%15%-20%20+%
All Students1100712725117374241511717422121184722427
Female548311011579401345723794588341114
Male55240171459434111159937138596381313
American Indian0000000000000000
Asian0000000000000000
Black30915773201887327238332327612
Hispanic10815621381142124812130333
White6423713166794310568439117692401111
Two or more races31400291212932032131
Students with Disabilities149943162187116114351571445
Economically Disadvantaged55460232163563191264455199649602023
English Learners71962898217861082201
Homeless2314102221542011302
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Attendance Rate

Attendance Rate: All Students

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

Attendance Rate
Subgroup2013-20142014-20152015-2016
All Students95.9695.5595.77
Female95.9495.6195.66
Male95.9795.4995.87
American Indian95.292.3495.12
Asian98.5396.7796.63
Black96.0195.5695.3
Hispanic95.2895.8496.24
White96.1195.5295.93
Two or more races94.5494.8195.01
Students with Disabilities95.5695.4495.79
Economically Disadvantaged95.2394.9994.93
English Learners95.2996.1396.75
Migrant88.73
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Standards of Accreditation (SOA) Offenses Data

2015-2016 Offenses
 Number of Offenses
Alcohol, Tobacco, and Other Drug Offenses17
Offenses Against Student<
Offenses Against Staff<
Weapons Offenses<
Property Offenses<
All Other Offenses12
Other Offenses Against Persons52
Disorderly or Disruptive Behavior Offenses67
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Short Term Suspensions

Short Term Suspensions:

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

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

Short Term Suspensions
 2013-20142014-20152015-2016
Subgroup% Population% Short Term Suspensions% Population% Short Term Suspensions% Population% Short Term Suspensions
American Indian.162.163.156
Asian.487.49.546
Black26.68342.4827.67347.1927.69159.31
Hispanic12.1656.1910.6941.1211.2321.38
Native Hawaiian
White57.98941.5958.44946.0757.48834.48
Two or more races2.5149.732.5315.622.8864.83
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Long Term Suspensions

Long Term Supensions:

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

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

Long Term Suspensions
 2013-20142014-20152015-2016
Subgroup% Population% Long Term Suspensions% Population% Long Term Suspensions% Population% Long Term Suspensions
American Indian.162.163.156
Asian.487.49.546
Black26.68327.67327.691
Hispanic12.16510.69411.232
Native Hawaiian
White57.98958.44957.488
Two or more races2.5142.5312.886
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Expulsions

Expulsions:

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

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

Expulsions
 2013-20142014-20152015-2016
Subgroup% Population% Expulsions% Population% Expulsions% Population% Expulsions
American Indian.162.163.156
Asian.487.49.546
Black26.68327.67327.691
Hispanic12.16510.69411.232
Native Hawaiian
White57.98958.44957.488
Two or more races2.5142.5312.886
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Free and Reduced Meal Eligibility

Free and Reduced Meal Eligibility:

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

 

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

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

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

Free and Reduced Meal Eligibility
 2013-20142014-20152015-2016
 PercentagePercentagePercentage
All Students54.5552.9354.9
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Free and Reduced Breakfast Participation of Eligible Students

Free and Reduced Breakfast Participation of Eligible Students :

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

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

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

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

 

Free and Reduced Breakfast Participation
 2013-20142014-20152015-2016
 PercentagePercentagePercentage
All Students42.3943.7853.57
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Free and Reduced Lunch Participation of Eligible Students

Free and Reduced Lunch Participation of Eligible Students:

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

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

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

 

Free and Reduced Lunch Participation
 2013-20142014-20152015-2016
 PercentagePercentagePercentage
All Students75.3373.5867.43
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Teacher Quality

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Student-Teacher Ratio

2014-2015 Grades K-7 Student Teacher Ratio: 14.2 : 1

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2014-2015 Grades 8-12 Student Teacher Ratio: 9.81 : 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
 2014-20152015-2016
Provisional6%9%
Provisional Special Education1%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
 2013-20142014-20152015-2016
Division
All Schools1%1%1%
High Poverty---
Low Poverty---
State
All Schools1%1%1%
High Poverty2%2%2%
Low Poverty1%1%1%
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

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

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

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

Teacher Educational Attainment

Teacher Educational Attainment: 2015-2016

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

Teacher Educational Attainment
 Bachelor's DegreeMaster's DegreeDoctoral DegreeOther
2013-201458%39%1%2%
2014-201561%36%1%2%
2015-201658%38%1%3%
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
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