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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 SubgroupType2014-20152015-20162016-2017
All StudentsDivision788990
 Virginia858687
FemaleDivision779088
 Virginia898990
MaleDivision788891
 Virginia828384
BlackDivision829682
 Virginia797981
HispanicDivision<<73
 Virginia767675
WhiteDivision758696
 Virginia899091
Two or more racesDivision<100100
 Virginia888989
Students with DisabilitiesDivision276958
 Virginia535354
Economically DisadvantagedDivision758485
 Virginia757578
English LearnersDivision<<
 Virginia676762
Gap Group 2Division829682
 Virginia797981
Gap Group 3Division<<73
 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 Students147964211278662216806520
Female178367171584691620846416
Male127562251073632711776623
American Indian<100<0<<<<<100<0
Asian<100<0<100<0<100<0
Black7665934866583412736127
Hispanic10847416117160297726628
White188466161586711419856615
Two or more races166853321381691917786122
Students with Disabilities539346193324674373363
Economically Disadvantaged9726328969603112726128
English Learners5736827106050405605440
Grade 3 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students15746026971622918826418
Female227856221177662319886912
Male7706430663573716766024
Black14735927470673013837017
Hispanic7807320-7272288776923
White187557251471572922815919
Two or more races<<<<<<<<<100<0
Students with Disabilities<<<<-272773-212179
Economically Disadvantaged10675733365623516786222
English Learners-757525-646436<<<<
Grade 4 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students217756231685681519796021
Female268357172289671126855815
Male167053301079692112736127
Black17543846982731814796421
Hispanic159277812766524-676733
White228261182089701128845616
Two or more races<100<0<<<<<<<<
Students with Disabilities11564444<<<<-474753
Economically Disadvantaged157156291080692012746226
English Learners<<<<8776923-545446
Grade 5 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students137764231773552718836517
Female198466162381581925846016
Male107363271164523610817119
Black8625438854464614867114
Hispanic973642729795021-717129
White188669142078592225866114
Two or more races<<<<<100<0<<<<
Students with Disabilities1344315612352465<<<<
Economically Disadvantaged9746426136047408756725
English Learners-707030<<<<-696931
Grade 6 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students157458261479652118846616
Female16846716158571152492698
Male156349371475622512746326
Black75750431868503213675433
Hispanic<<<<842335820876713
White18866814139178921906910
Two or more races<<<<<100<0<100<0
Students with Disabilities-2727731938196314574343
Economically Disadvantaged86254381672562816796321
English Learners<<<<<<<<<<<<
Grade 7 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students208868121583681715836817
Female178871122089691120866614
Male218866131076672413816919
Asian<100<0<100<0
Black-8181191175642517725528
Hispanic<100<0<<<<20705030
White308959112090691013897611
Two or more races<100<0<<<<<100<0
Students with Disabilities<<<<-3636647474053
Economically Disadvantaged118270181071622915766124
English Learners<<<<<<<<<<<<
Grade 8 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students14756125878692213685532
Female14766324783761717705230
Male1472582897464269675933
Black-656535-5353478423558
Hispanic<<<<<100<0<<<<
White177962211388751317836717
Two or more races<<<<<100<0<<<<
Students with Disabilities-252575<<<<-7793
Economically Disadvantaged770633046763339463754
English Learners<<<<<<<<<<<<
EOC English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students387841378175195847816
Female49389778275185817619
Male281791968074205868114
Black47470264625838-838317
Hispanic-91919<<<<<<<<
White4928887918498857715
Two or more races<<<<<100<0<100<0
Students with Disabilities-3333671523877<<<<
Economically Disadvantaged281791986558353716929
English Learners<<<<<<<<<<<<
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Writing

Writing Performance: All Students

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

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

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

Overall Student Performance: Writing Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students188163191274622612645236
Female248864131779622119695031
Male1274622697162296595341
Black-686832105040504444156
Hispanic13887513<100<0<<<<
White288658141482681814725828
Two or more races<<<<<100<0<<<<
Students with Disabilities-454555305020505302570
Economically Disadvantaged875662586354388544646
English Learners<<<<<100<0<<<<
Grade 8 Writing Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students197859221174632612655335
Female248663141779622120705030
Male1166543467064304615739
Black-63633774841524444156
Hispanic<<<<<100<0<<<<
White268459161482681813756225
Two or more races<<<<<100<0<<<<
Students with Disabilities-737327<<<<-272773
Economically Disadvantaged772652846157396534747
English Learners<<<<<100<0<<<<
EOC Writing Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students18846616<100<0<<<<
Female24896511<<<<
Male13806720<100<0<<<<
Hispanic10908010<100<0<100<0
White30875713<<<<
Students with Disabilities<<<<<100<0<<<<
Economically Disadvantaged10786823<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 Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students148370171383701711867514
Female158873121686701411887712
Male127967211081711910837317
American Indian<<<<<100<0<100<0
Asian<100<0<100<0<100<0
Black875672587365278807120
Hispanic128977118898111891829
White178669141687711312887612
Two or more races67165291276652410716229
Students with Disabilities5454055114535555494451
Economically Disadvantaged978692297769238817319
English Learners884761698576156878113
Grade 3 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students138875121074642615816619
Female14927881076672411837217
Male128472161071612918796121
Black14867114460564013776523
Hispanic6888113-898911-777723
White15917691677612317836517
Two or more races<<<<<<<<<100<0
Students with Disabilities<<<<7362964-363664
Economically Disadvantaged9867714770633013806720
English Learners-929287867914<<<<
Grade 4 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students30865614309161920765624
Female40894911349561523856215
Male198163192486621418674933
Black217150291787701321755425
Hispanic3110069012948266837817
White33885512399152925755125
Two or more races<100<0<100<0<<<<
Students with Disabilities11443356<<<<-404060
Economically Disadvantaged178163191888701210726228
English Learners<100<0892858-777723
Grade 5 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students29845516217756231793767
Female33885512299060101996774
Male268256181263513714887412
Black236946311758424214867314
Hispanic257550257938676100940
White3592588288254182193727
Two or more races<100<0<<<<<100<0
Students with Disabilities644385612241276<<<<
Economically Disadvantaged247653241069603111907910
English Learners9736427<<<<8100920
Grade 6 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students1797721138976119908110
Female384821614968241093837
Male-737327138572158888013
Black-6666348837517-747426
Hispanic<100<01882641827100730
White38986111493797795895
Two or more races<<<<<100<0<<<<
Students with Disabilities-2727731956384414645036
Economically Disadvantaged-727228108473169857515
English Learners<100<0<<<<<100<0
Grade 7 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students19907110148974119867714
Female2493697209172913826818
Male16887312108676147898211
Asian<100<0<100<0
Black4817719168468167766924
Hispanic<100<0<<<<<100<0
White2893667159580512887712
Two or more races<100<0<<<<<100<0
Students with Disabilities<<<<94536557403360
Economically Disadvantaged15836817148167196787322
English Learners<100<0<<<<<100<0
Grade 8 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students27069302777523-757525
Female-7474264837817-818119
Male4656135-727228-696931
Black-747426-505050-717129
Hispanic<<<<<100<0<<<<
White3706730493897-818119
Two or more races<100<0<<<<
Students with Disabilities8463854<<<<-292971
Economically Disadvantaged3737027-666634-666634
English Learners<<<<<100<0<<<<
Algebra I Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students4908610692878794886
Female395925795885896884
Male68781134898511593887
American Indian<<<<<100<0
Black5908610391889793867
Hispanic<100<0<<<<<<<<
White5908510894866696904
Two or more races<100<0<100<0<100<0
Students with Disabilities<<<<-676733-737327
Economically Disadvantaged28684144898511691859
English Learners<100<0<100<0<<<<
Geometry Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students973632757468265888313
Female1180692056964314878213
Male866583467872226898311
Black-5858424605640-858515
Hispanic<<<<<<<<<<<<
White147965217777023892858
Two or more races<<<<<100<0<<<<
Students with Disabilities<<<<<<<<<<<<
Economically Disadvantaged-56564426765333757225
English Learners<<<<<<<<<<<<
Algebra II Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students583781798273184868214
Female-898911116958313848116
Male117564257979034888412
Asian<100<0<100<0
Black-93937-6767338776923
Hispanic<100<0<<<<<100<0
White7766824138573153868314
Two or more races<100<0<100<0
Students with Disabilities<100<0<<<<<100<0
Economically Disadvantaged492888-7575254888412
English Learners<100<0<<<<
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Science

Science Performance: All Students

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

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

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

Overall Student Performance: Science Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students6746826128471167817419
Female5746926118170195817519
Male8756725148672149817219
American Indian<<<<<100<0
Asian<100<0<100<0<100<0
Black358564247268283666434
Hispanic5645936168670145777323
White8827418168872129887912
Two or more races-737327<<<<8696231
Students with Disabilities-3232686575143-393961
Economically Disadvantaged564603687769233716829
English Learners4545046176750334676333
Grade 5 Science Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students107464262780532015806520
Female97364273185541514826818
Male107464262375522517766024
Black85446461758424214675233
Hispanic8675833298657146716529
White128271183390571018887012
Two or more races<100<0<<<<<<<<
Students with Disabilities-3131696474153<<<<
Economically Disadvantaged96858321974552610706130
English Learners-646436<<<<8696231
Grade 8 Science Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students1079692198878131717029
Female87567255868114-737327
Male14867114138975112686632
Black5474253-676733-414159
Hispanic<<<<<100<0<<<<
White1290781016968142898711
Two or more races<<<<<100<0<<<<
Students with Disabilities-585842<<<<-141486
Economically Disadvantaged47167294797421-505050
English Learners<<<<<<<<<<<<
Biology Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students373702778375175847916
Female280782057468265837817
Male46561359918195858015
Asian<100<0<100<0
Black-595941-818119-727228
Hispanic<<<<<<<<<<<<
White5847916138572156898311
Two or more races<<<<<100<0<<<<
Students with Disabilities-7793<<<<-646436
Economically Disadvantaged459554137269282797721
English Learners<<<<<<<<<<<<
Chemistry Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students-73732758378176767124
Female-69693138178193636037
Male-78782288879131095865
Asian<100<0<100<0
Black<<<<-737327-808020
Hispanic<<<<<100<0<<<<
White-767624784771610736327
Two or more races<100<0<100<0
Students with Disabilities<<<<<<<<<100<0
Economically Disadvantaged-656535595895-717129
English Learners<<<<
Earth Science Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students77467269837517791849
Female47066307797221293917
Male107869221290781011897811
Black-696931-787822-777723
Hispanic<<<<<<<<<100<0
White11796721128573151297853
Two or more races<<<<<100<0<100<0
Students with Disabilities-404060-676733<<<<
Economically Disadvantaged26058404777423-858515
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

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 Students238461162185641522866414
Female187961211983641721846316
Male288861122287641322886612
Asian<100<0<100<0<100<0
Black148066201078682213786522
Hispanic317746232484611623866414
White268660142588631225896411
Two or more races24886512<<<<17836717
Students with Disabilities760534075649442494751
Economically Disadvantaged197859221477632318806220
English Learners397435262560354026785222
VA & US History Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students14847016972632811877613
Female1380682076962313838018
Male158772131174642619907110
Asian<100<0<100<0<100<0
Black9645536-6363388807220
Hispanic30805020<<<<<<<<
White1394816117665241592778
Two or more races<<<<<<<<<100<0
Students with Disabilities-404060---100<<<<
Economically Disadvantaged1674582625755436756925
English Learners<<<<<<<<<<<<
World History I Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students1982631810928281296844
Female10756525991819793867
Male2788611211948361698822
Black7867914-868614493897
Hispanic<<<<<<<<<<<<
White2679532113958251698822
Two or more races<100<0<100<0<100<0
Students with Disabilities<<<<-797921<<<<
Economically Disadvantaged873652828785131092828
English Learners<<<<<<<<<<<<
World History II Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students8756725118069208776823
Female764573637774237736727
Male109081101882651811827118
Asian<100<0<100<0
Black-696931-717129-616139
Hispanic<<<<<<<<<100<0
White127866221884661612826918
Two or more races<<<<<100<0<<<<
Students with Disabilities<100<0<<<<<<<<
Economically Disadvantaged36763337686132-696931
Geography Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students-505050-686832-414159
Female-505050<<<<-202080
Male-505050-828218-585842
Black<<<<<<<<<<<<
Hispanic<<<<<<<<<100<0
White-535347-737327-535347
Students with Disabilities<<<<<<<<<<<<
Economically Disadvantaged-353565-636338-272773
English Learners<<<<<<<<
Civics & Econ Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students2494696289264817907310
Female2593687218767132293717
Male2494716349662411867514
Black6898311786791416806420
Hispanic<100<0<100<0<<<<
White299465639955552194736
Two or more races<100<0<100<0
Students with Disabilities991829<<<<-464654
Economically Disadvantaged16927682285631516826718
English Learners<100<0<<<<<<<<
VA Studies Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students559541549924386294316
Female5210048057963946295335
Male5693367398747136392298
Black46924684383391750893911
Hispanic60903010551004505994356
White569842249944566795275
Two or more races<100<0<100<0<100<0
Students with Disabilities156954318544646<<<<
Economically Disadvantaged46944863888501348904110
English Learners<<<<<100<054853115
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: 92 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-kindergarten03335
Kindergarten10178102
Grade 111910288
Grade 2102113101
Grade 392105113
Grade 49397105
Grade 59591102
Grade 68410094
Grade 710190101
Grade 88610294
Grade 98891102
Grade 101048599
Grade 118310479
Grade 12779199
Total Students1,2251,2821,314
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 Students122512821314
Female595639638
Male630643676
American Indian223
Asian677
Black339355363
Hispanic131144150
White716737747
Two or more races313744
Students with Disabilities164162161
Not Students with Disabilities106111201153
Economically Disadvantaged636640709
Not Economically Disadvantaged589642605
English Learners847790
Not English Learners114112051224
Homeless2076
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 StudentsDivision56434060
State4977134413270494355291988
FemaleDivision38171030
State27208151939333271895690
MaleDivision18263030
State2256319220177161636341298
American IndianDivision<<<<0<
State123127114284
AsianDivision<<<<0<
State45721127821711655
BlackDivision1292030
State79241059810692161508849
HispanicDivision<<<<<<
State47494925291891967259
WhiteDivision39251020
State299791609911555741732722
Two or more racesDivision<<<<0<
State23621474924317496
Students with DisabilitiesDivision064010
State1022602927041321179106
Economically DisadvantagedDivision20264030
State959315817159242326561135
English LearnersDivision<<<<<<
State1518329526533162780
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 Students10910394.510394.565.5
Female595694.95694.935.1
Male504794479436
American Indian0<100<10000
Asian0<100<10000
Black262388.52388.5311.5
Hispanic0<<<<<<
White676597659723
Two or more races0<100<10000
Students with Disabilities111090.91090.919.1
Economically Disadvantaged535094.35094.335.7
English Learners0<<<<<<
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 Taken23 / 6.53%24 / 6.47%33 / 8.71%
Advanced Placement Course Enrollment24 / 6.82%24 / 6.47%33 / 8.71%
Dual Enrollment16 / 4.55%162 / 43.67%178 / 46.97%
Governor’s School Enrollment13 / 3.69%15 / 4.04%20 / 5.28%
IB Course Enrollment - - -
Senior Enrolled in IB Program - - -
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

Postsecondary Enrollment

2014-2015 Postsecondary Enrollment: All Students

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

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

2014-2015 FGI cohort year (students entering high school in 2011)
Total number of students in the cohort earning a federally recognized high school diplomaStudents who enrolled in any Institution of Higher Education (IHE) within 16 months of earning a federally recognized high school diploma
TypeTotalTotal HERemaining Percent
All StudentsDivision734242
State800255758028
FemaleDivision362531
State404623112723
MaleDivision371754
State395632645333
BlackDivision221245
State171671128234
HispanicDivision0<100
State8077522135
WhiteDivision432737
State457593374926
Two or more racesDivision0<100
State3387249826
Students with DisabilitiesDivision0<100
State5663303146
Economically DisadvantagedDivision362142
State224061294742
English LearnersDivision0<100
State3672225539
LEGEND < = A group below state definition for personally identifiable results. - = no data available for that group This report provides the best available estimates about college enrollment according to the National Student Clearinghouse. For more information, see the answers to Frequently Asked Questions about this report at: http://www.doe.virginia.gov/school_finance/arra/stabilization/reported_data/assurance_c/faq_c11.pdf. Students who attended schools that do not participate in NSC are not included in the number or percent of students enrolled in an IHE. Federally recognized high school diplomas include Standard, Advanced Studies, or International Baccalaureate (IB) diplomas. Most subgroups are based on students' most recent status.

Career & Technical Education

Students Earning One or More CTE Credentials: All Students

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

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

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

Career and Technical Education
Count
2014-20152015-20162016-2017
NOCTI AssessmentsDivision108-
 State397141393623
State LicensuresDivision385
 State167317901964
Industry CertificationDivision178206219
 State89541100544109590
Workplace ReadinessDivision837985
 State336653077542313
Total Credentials EarnedDivision274301309
 State128850137248157490
Students Earning One or More CredentialsDivision159180185
 State104867109089126113
CTE CompletersDivision687097
 State392914240440502
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

Advanced Placement Participation and Achievement

AP Achievement
2013-2014
Number of Test TakersNumber of Tests TakenNumber of Tests with Qualifying ScoresPercentage of Tests Passed
All 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
 2013-20142014-20152015-2016
Percentage of fiscal year division
operating expenditures for instructional costs
66.366.665.5

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
2013-20144,488.005,677.00868.00
2014-20154,482.006,081.00824.00
2015-20164,390.005,989.00783.00

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 Students1173742415117174221211847224271199752226
Female579401345723794588341114587401010
Male59434111159937138596381313612351216
American Indian0000000000000000
Asian0000000000000000
Black320188732723833232761232917109
Hispanic1381142124812130333136522
White679431056843911769240111168749913
Two or more races29121293203213138411
Students with Disabilities1621871161143515714451451347
Economically Disadvantaged63563191264455199649602023667541918
English Learners89821786108220190111
Homeless10222154201130214401
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 Students95.5595.7795.67
Female95.6195.6695.8
Male95.4995.8795.55
American Indian92.3495.1284.07
Asian96.7796.6397.79
Black95.5695.395.45
Hispanic95.8496.2496.28
White95.5295.9395.69
Two or more races94.8195.0195.65
Students with Disabilities95.4495.7995.01
Economically Disadvantaged94.9994.9395.01
English Learners96.1396.7596.41
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 Offenses<
Technology Offenses<
Offenses Against Student<
Offenses Against Staff<
Weapons Offenses<
Property Offenses<
All Other Offenses<
Other Offenses Against Persons47
Disorderly or Disruptive Behavior Offenses49
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 Indian0.1630.1560.228
Asian0.490.5460.533
Black27.67347.1927.69159.3127.62655.7
Hispanic10.6941.1211.2321.3811.4165.06
Native Hawaiian
White58.44946.0757.48834.4856.84935.44
Two or more races2.5315.622.8864.833.3493.8
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 Indian0.1630.1560.228
Asian0.490.5460.533
Black27.67327.69127.626
Hispanic10.69411.23211.416
Native Hawaiian
White58.44957.48856.849
Two or more races2.5312.8863.349
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 Indian0.1630.1560.228
Asian0.490.5460.533
Black27.67327.69127.626
Hispanic10.69411.23211.416
Native Hawaiian
White58.44957.48856.849
Two or more races2.5312.8863.349
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 Students52.9354.955.02
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 Students43.7853.5744.79
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 Students73.5867.4367.33
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

.

Student-Teacher Ratio

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

student ratio icon

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

student ratio icon

Provisionally Licensed Teachers

Provisionally Licensed Teachers
 2015-20162016-2017
Provisional9%10%
Provisional Special Education1%0%
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%1%1%
High Poverty---
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
2014-201559%38%2%1%
2015-201657%40%1%2%
2016-201760%37%1%2%
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
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