Skip to Content
Agencies | Governor (opens new window)
Search Virginia.Gov (opens new window)

General school information

Division: Roanoke City Public Schools
Address: 40 Douglass Avenue, NW Roanoke, VA 24012
Superintendent: Dr. Rita D. Bishop
Region: 6
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 Schools24
Fully Accredited23
Partially Accredited: Reconstituted School1

Federal Graduation Indicator

Federal Graduation Indicator: All Students

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

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

Federal Graduation Indicator
Student SubgroupType2014-20152015-20162016-2017
All StudentsDivision757679
 Virginia858687
FemaleDivision848083
 Virginia898990
MaleDivision687176
 Virginia828384
American IndianDivision100<
 Virginia848481
AsianDivision684592
 Virginia909293
BlackDivision737778
 Virginia797981
HispanicDivision707377
 Virginia767675
Native HawaiianDivision100100
 Virginia899292
WhiteDivision807880
 Virginia899091
Two or more racesDivision687883
 Virginia888989
Students with DisabilitiesDivision231825
 Virginia535354
Economically DisadvantagedDivision727176
 Virginia757578
English LearnersDivision5854100
 Virginia676762
Gap Group 2Division737778
 Virginia797981
Gap Group 3Division707377
 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 Students147258281373592715745926
Female167660241576612417776023
Male136956311270583013715929
American Indian10504050-5555459645536
Asian196646341876582423785522
Black764573666458368686032
Hispanic137562251578622213705730
Native Hawaiian<<<<<100<0<100<0
White228158192182611822826018
Two or more races127664241173622715766124
Students with Disabilities932236893324678372963
Economically Disadvantaged966573486658349685932
English Learners156449361667503314655135
Grade 3 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students207454261673572715735827
Female248056201575602516766024
Male176952311771542915705630
American Indian<100<0<100<0
Asian398748133988481225866114
Black1066553466155398675933
Hispanic318251182981521917644836
White278154192183631724846016
Two or more races237350271368553217695331
Students with Disabilities134229581739226110393061
Economically Disadvantaged146955311267553310685832
English Learners358145193581461922684632
Grade 4 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students147056301574592617765924
Female157357272080602019816219
Male136855321169573115725628
Asian21755425208060203197663
Black763563796556359706130
Hispanic106757331376632417735727
White247955212385621525835817
Two or more races36561352067473317755825
Students with Disabilities937286363933617362964
Economically Disadvantaged10645536868603211726128
English Learners116352371568533215735827
Grade 5 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students227653241875572521775723
Female237855222077572325815619
Male227452261673572717745726
Asian307443261978592238864814
Black14685332868613212705830
Hispanic137461261577622320765624
White328451163081511930865614
Two or more races21846316671652932713929
Students with Disabilities1236256473528656413659
Economically Disadvantaged157056301067573312726028
English Learners137158291272602822755225
Grade 6 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students136956311571572919725428
Female157156291675602520745426
Male116756331468543217715429
American Indian<<<<<<<<<100<0
Asian126755331481671930744426
Black4635837963543710675733
Hispanic117262281175642515725728
White247652242378552229785022
Two or more races88172191280682015735827
Students with Disabilities7211479932226812382662
Economically Disadvantaged6635737863563710665634
English Learners1494851762543815695431
Grade 7 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students157055301273612713776423
Female167458261576612416826518
Male146753331071612911736327
American Indian<100<0<<<<<<<<
Asian23553245157358271491779
Black962533856560359716229
Hispanic11776623157762239736527
White238157192082621821846416
Two or more races12645236985761511847416
Students with Disabilities12281672831236911433257
Economically Disadvantaged864553676861328696131
English Learners85244481151404910716129
Grade 8 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students76457361065553511716029
Female87264281268563213766324
Male757504386355378665734
American Indian<<<<<<<<<<<<
Asian15564144454504616665034
Black452484835350476645836
Hispanic4726828107363278716429
White117564251880622017796221
Two or more races8797121176144393747126
Students with Disabilities5211679102414768302370
Economically Disadvantaged455514555651447655835
English Learners1736196494233588473953
EOC English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students681751957671245716629
Female681751967973216696331
Male580752057469263726928
American Indian<100<0<100<0<<<<
Asian352484857167297463954
Black2747226-7070302666434
Hispanic288861258984111605940
White1291809128169198807220
Two or more races7837717378752213847216
Students with Disabilities-343466-222278-282872
Economically Disadvantaged376732427169292636137
English Learners2605840-535347-363664
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 Students187153291665493524745026
Female197758231871532929774823
Male176548351560464018715229
American Indian<<<<<<<<<<<<
Asian84133591959414122684632
Black10645436756494415665134
Hispanic187557251170603017705330
White287951212875472534834917
Two or more races117463261466523426815519
Students with Disabilities315121491737206320381763
Economically Disadvantaged10625238757514317654835
English Learners7251875-2929714393561
Grade 8 Writing Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students166549351460474020705030
Female167256281568523226744726
Male165943411254424614675333
American Indian<<<<<<<<<<<<
Asian85244481457434319614239
Black11594841752454814645136
Hispanic186850321063533813665434
White227149292371482930784822
Two or more races86861321154434620836317
Students with Disabilities305323471530147018351765
Economically Disadvantaged11564644653464714634937
English Learners6181282-2424763423958
EOC Writing Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students217959212073532733835117
Female228361172175542535855015
Male197556251870523030825118
Asian72114792563383830906010
Black7716429662563819725428
Hispanic178971111282691829795021
White36895311348047204191509
Two or more races178367171882641842753325
Students with Disabilities324816521950315028441656
Economically Disadvantaged9726328765583529734427
English Learners8332567-3535657272073
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 Students157863221678632215776223
Female158166191681661915806520
Male147561251676602415756025
American Indian-777723764573625755025
Asian218363172686601429825318
Black973642797365279716229
Hispanic158267181682661813796621
Native Hawaiian<<<<<100<0<100<0
White228362172484591623846116
Two or more races147561251276632415816619
Students with Disabilities841335984234588413359
Economically Disadvantaged10746426117463269726328
English Learners107564251478642212756325
Grade 3 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students187658242079592114746126
Female217958211882641813746126
Male167458262377542315756025
American Indian<100<0<<<<
Asian175842423385521531794821
Black10716129127562257686132
Hispanic188164191880622013715829
White268255183085551523846116
Two or more races307848221671552911806920
Students with Disabilities9423458154126597423558
Economically Disadvantaged13726028157661249696031
English Learners137158291878592210695931
Grade 4 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students278356173284521627835717
Female268458163588531224876313
Male288254183081511929805120
Asian4688421336925684997493
Black208161192280582017776023
Hispanic217554253687501327845716
White368852124388451235895411
Two or more races66861323787501332845116
Students with Disabilities175033501149385111483852
Economically Disadvantaged218059202580562021805920
English Learners198060203385521524856015
Grade 5 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students268054202679542126805520
Female268154192782551827845716
Male267953212577522324765224
Asian33925884689431138693131
Black207253281673572716745826
Hispanic248056202081621923876413
White338855123785481537875013
Two or more races338451161074652625755025
Students with Disabilities9463754134330576403460
Economically Disadvantaged207556251973542716755925
English Learners127462261682661820795921
Grade 6 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students148066201280682015826618
Female158368171083731715836817
Male137764231478642216816519
American Indian<<<<<100<0<100<0
Asian248864121486711436824618
Black875672567468269776823
Hispanic148874121082721814806620
White218362172187651322886612
Two or more races5787322783761712816919
Students with Disabilities7352965443395715483352
Economically Disadvantaged976672477669249776723
English Learners3767424669633111786722
Grade 7 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students662563846460364605640
Female566613436864325656035
Male659534156157394565244
American Indian<100<0<<<<<<<<
Asian24714729197354277575043
Black457534326058405565144
Hispanic568633287164292636137
White868593236865323666234
Two or more races-646436106252384646036
Students with Disabilities9292071232306810342366
Economically Disadvantaged558534236057402555245
English Learners4534947116049404615739
Grade 8 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students264633626664343666334
Female173722726866323686532
Male258554236562353646136
American Indian<<<<<<<<<<<<
Asian87567252087671310756525
Black165643516261383636038
Hispanic-82821868175192676533
White360574027067304696531
Two or more races-555545-595941-767624
Students with Disabilities531276922422768322468
Economically Disadvantaged262613826361374656135
English Learners-62623857267284595441
Algebra I Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students384811638380174848016
Female388841248682144888412
Male380772028077204807620
American Indian<100<0<100<0<100<0
Asian39390879083105858015
Black182811818180191807920
Hispanic1797821-868614-888812
White6878113683761710867614
Two or more races979702138178194908610
Students with Disabilities1595841-5353472484752
Economically Disadvantaged181801917775231807920
English Learners176752418786131848316
Geometry Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students476722477366278696131
Female479752167670248726428
Male473692786961318665834
American Indian<100<0<<<<<100<0
Asian8817319475712543813819
Black-65653516564352565444
Hispanic2989724747026-767624
Native Hawaiian<<<<
White98677141582671815816519
Two or more races469653112715929-727228
Students with Disabilities-2929713383562-252575
Economically Disadvantaged271692936864323615739
English Learners280782016867324625938
Algebra II Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students339763334976333596614
Female349661435976233497633
Male329865233966343796594
Asian39945665410046038100630
Black209676418957752496724
Hispanic4098582491005103091619
White439755345985324698522
Two or more races38925482010080050100500
Students with Disabilities18826418<<<<10908010
Economically Disadvantaged239572526956952295735
English Learners3694586291007102295735
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 Students117766231275642512746226
Female97566251175642511766424
Male127866221276642412736027
American Indian<<<<<<<<<<<<
Asian76760331073632711756425
Black569653156762335656035
Hispanic1079692197364276696331
White188567152186661422856415
Two or more races1084731688072209847516
Students with Disabilities115342471248365210423258
Economically Disadvantaged671662966962316676033
English Learners460574045854424565244
Grade 5 Science Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students198163192177562321765424
Female168064202077572321785722
Male218362172277552321735227
Asian177963212381581924694531
Black137664241172612811675633
Hispanic157560251971522910706030
White278961113484501637875113
Two or more races14867314-71712929825418
Students with Disabilities185941411551364916442856
Economically Disadvantaged137765231370573013695731
English Learners7696231106958318615339
Grade 8 Science Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students671662977164298726428
Female373702757065306716429
Male8706230871622910746426
American Indian<<<<<<<<<<<<
Asian-55554537370276696331
Black263613755954415645936
Hispanic479752126765332646236
White118169191186741415836917
Two or more races581771937168293898611
Students with Disabilities125644441646305412493651
Economically Disadvantaged365633546258384645936
English Learners2363464-3434662484652
Biology Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students975662587870229726328
Female974662677568258746526
Male1076662488172199706130
American Indian<100<0<<<<
Asian767603396959314706730
Black268663227068303656235
Hispanic1488731357065307706330
White188365171588741216806320
Two or more races1684681668882127807320
Students with Disabilities-37376324947512363464
Economically Disadvantaged470653037168294666134
English Learners4666134-5454461494751
Chemistry Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students108878121483691712867414
Female10877813138269189847616
Male129078101585701516877113
Asian<<<<1783671711837217
Black183811737167295777223
Hispanic119786310938376878113
White189274824936972093737
Two or more races89283811796821-868614
Students with Disabilities<<<<<<<<<<<<
Economically Disadvantaged384801667771235757025
English Learners-797921-686832-808020
Earth Science Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students773662787265287726428
Female669633197465268756725
Male878702277164297696231
American Indian<100<0<<<<<100<0
Asian566613436561359847516
Black165633516462361605940
Hispanic370663057670242666434
White158570151783661717856815
Two or more races7807320158873135837817
Students with Disabilities146455423938611303070
Economically Disadvantaged268653246864322656335
English Learners-53534715756431535247
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 Students228260182079592122795721
Female208161192078582220785822
Male238360172079592124805720
American Indian<<<<<<<<<<<<
Asian238462162587621335834917
Black137663241271602913725928
Hispanic228461161779632121805920
White328856123087561332875613
Two or more races188870121984651618816219
Students with Disabilities136350371053424711513949
Economically Disadvantaged157762231373602715735827
English Learners137561251274622619725328
VA & US History Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students879712177568259726328
Female676702467266287665934
Male10827218878702211796722
American Indian<100<0<100<0<100<0
Asian23644136469653114776423
Black370673026563354646036
Hispanic989801157167299766724
White138976111487741315816719
Two or more races-868614379762116725628
Students with Disabilities254524643935611373663
Economically Disadvantaged472682846864325635837
English Learners-67673326260385605540
World History I Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students218564151476622417806320
Female198364171274632616816519
Male248763131678622217796221
American Indian<100<0<<<<<100<0
Asian1395825329159927805320
Black1179682157065308736427
Hispanic24846116136856328766824
White329057102484601629896011
Two or more races25896411189174913837017
Students with Disabilities561563914443561444356
Economically Disadvantaged1380672087163299766724
English Learners1083731766660344686432
World History II Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students129077101386721416866914
Female98879121281691911827118
Male169175915917692491679
Asian<100<01710083031855415
Black584791667872226817419
Hispanic1492788119180919856615
White199374722916992391689
Two or more races69489699586521795821
Students with Disabilities-585842146450366565044
Economically Disadvantaged584791687972219766624
English Learners6948861086761420856515
Geography Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students151514914645541424158
Female-454555-505050-333367
Male158574224341572494851
Asian<100<0<100<0<<<<
Black-424258-444456-272773
Hispanic<<<<<<<<<<<<
White261593944440562514949
Two or more races<<<<<<<<<<<<
Students with Disabilities-2929714433957-262674
Economically Disadvantaged14948511464554-383862
English Learners-535347-717129-434357
Civics & Econ Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students247956212377542322785722
Female248258182376532421785722
Male237754232377542323785622
American Indian<<<<<<<<<<<<
Asian197456263087571329744526
Black137461261370563011716029
Hispanic218463161981631918775923
White368447163684491635875213
Two or more races21896811256944311994756
Students with Disabilities9655635-3434664403660
Economically Disadvantaged157459261268563212736127
English Learners5514649865583511645336
VA Studies Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students388548153685481538854715
Female378547154189481136865114
Male388648143280492040834317
Asian4692468459145973100270
Black288456162678522225785322
Hispanic307647243190581042874413
White50893911499041105092418
Two or more races30835317389355726805420
Students with Disabilities1359474185749439554645
Economically Disadvantaged308353172580562029815219
English Learners258055202586611445884312
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: 89.85 State: 90.38Division: State:Division: State:

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

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

Enrollment

Fall Membership by Grade

Grade2015-20162016-20172017-2018
Pre-kindergarten645612633
Kindergarten1,1331,1341,123
Grade 11,1211,1311,129
Grade 21,2421,1171,076
Grade 31,1181,1921,080
Grade 41,0451,0991,187
Grade 59911,0341,102
Grade 61,008932973
Grade 7945991924
Grade 8904920979
Grade 91,0271,0301,050
Grade 10936923895
Grade 11850823871
Grade 12713739766
Post Graduate090
Total Students13,67813,68613,788
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

2017 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
Subgroup2015-20162016-20172017-2018
All Students136781368613788
Female664366266650
Male703570607138
American Indian302933
Asian399408406
Black617860886188
Hispanic145315701680
Native Hawaiian368
White514750874965
Two or more races468498508
Students with Disabilities200820582126
Not Students with Disabilities116701162811662
Economically Disadvantaged772367988429
Not Economically Disadvantaged595568885359
English Learners134716151672
Not English Learners123311207112116
Homeless283208271
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 StudentsDivision283444631864
State4978334421271095654981971
FemaleDivision159224170352
State27214152009363331874682
MaleDivision124220461512
State2256919221177462336241289
AsianDivision7110020
State45731128821711553
BlackDivision86244290391
State79241059810702191500851
HispanicDivision29360020
State47504926292891962258
WhiteDivision152127311393
State299871610611585831716708
Two or more racesDivision9263040
State23641473934417494
Students with DisabilitiesDivision237630140
State1022603527101331172104
Economically DisadvantagedDivision101274360462
State959515820159442826411138
English LearnersDivision12521030
State1518329526534162681
HomelessDivision4133050
State203616882523657
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 Students88179089.779289.9869.8
Female43740091.540191.8358
Male44439087.839188.15111.5
Asian2018901890210
Black3993599036090.2399.8
Hispanic676597659723
White35331087.831188.13911
Two or more races423890.53890.549.5
Students with Disabilities11610287.910287.91412.1
Economically Disadvantaged45941189.541289.84610
English Learners686595.66595.634.4
Homeless2520802080520
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 Taken719 / 20.63%224 / 6.36%175 / 4.98%
Advanced Placement Course Enrollment744 / 21.34%230 / 6.53%179 / 5.09%
Dual Enrollment580 / 16.64%436 / 12.37%404 / 11.49%
Governor’s School Enrollment132 / 3.79%132 / 3.75%132 / 3.76%
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 StudentsDivision67037544
State800255758028
FemaleDivision35621639
State404623112723
MaleDivision31415949
State395632645333
American IndianDivision0<100
State25416535
AsianDivision17166
State5267459213
BlackDivision33216650
State171671128234
HispanicDivision482254
State8077522135
WhiteDivision25715938
State457593374926
Two or more racesDivision141029
State3387249826
Students with DisabilitiesDivision18<100
State5663303146
Economically DisadvantagedDivision40819752
State224061294742
English LearnersDivision422540
State5211340435
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 AssessmentsDivision1129143
 State397141393623
State LicensuresDivision8-5
 State167317901964
Industry CertificationDivision88513141535
 State89541100544109590
Workplace ReadinessDivision480395459
 State336653077542313
Total Credentials EarnedDivision148518002042
 State128850137248157490
Students Earning One or More CredentialsDivision111712041387
 State104867109089126113
CTE CompletersDivision290249268
 State392914240440516
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

Advanced Placement Participation and Achievement

AP Achievement
2013-2014
Number of Test TakersNumber of Tests TakenNumber of Tests with Qualifying ScoresPercentage of Tests Passed
All Students746176062535.5%
2014-2015
Number of Test TakersNumber of Tests TakenNumber of Tests with Qualifying ScoresPercentage of Tests Passed
All Students719167657634.4%
2015-2016
Number of Test TakersNumber of Tests TakenNumber of Tests with Qualifying ScoresPercentage of Tests Passed
All Students703164361037.1%
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
65.263.864.1

Statewide Expenditures

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

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

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

Sources of Financial Support and Total Per Pupil Expenditures for Operations

Division Per-Pupil Spending

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

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

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

School Division - Per-Pupil Spending
 Local FundingStateFederal
2013-20145,047.005,557.001,236.00
2014-20155,609.005,876.00990.00
2015-20165,008.005,944.001,453.00

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 Students115861271596948116791213619987118211289551898117151341604928
Female5722632270412571256530445457556322784045639628293446
Male5864639326536596764831553360666572734946076713311482
American Indian12502223222521123400
Asian37625718375167153603192639421819
Black5144565313416520155529544154105802734235195631277446
Hispanic10841253163123411942761352122327314491356264
Native Hawaiian0000000000000000
White4567501213416446046225041342784942133474234483237353
Two or more races399493232386572339391592327414672046
Students with Disabilities1479232127233156323312924116332611101941626269112196
Economically Disadvantaged866911465518778746109156690268619744146516732990462647
English Learners124110943551312792750138498277616621254778
Homeless399115741553579289147382117531172808359108
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Attendance Rate

Attendance Rate: All Students

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

Attendance Rate
Subgroup2014-20152015-20162016-2017
All Students93.9293.9493.91
Female94.0394.0893.98
Male93.8193.8193.84
American Indian94.5295.1496.25
Asian95.8494.4595.58
Black93.9594.0293.97
Hispanic94.5794.5694.27
Native Hawaiian85.4481.8293.81
White93.6393.6693.62
Two or more races93.2693.5493.35
Students with Disabilities91.9492.392.36
Economically Disadvantaged93.2193.0292.92
English Learners95.4995.0394.93
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Standards of Accreditation (SOA) Offenses Data

2016-2017 Offenses
 Number of Offenses
Alcohol, Tobacco, and Other Drug Offenses85
Technology Offenses33
Offenses Against Student198
Offenses Against Staff52
Weapons Offenses52
Property Offenses39
All Other Offenses77
Other Offenses Against Persons964
Disorderly or Disruptive Behavior Offenses1,407
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 Indian0.1980.080.2190.090.2120.19
Asian2.9750.752.9180.392.9810.76
Black44.54565.6345.17465.4744.48369.75
Hispanic10.2063.9910.6244.0711.4726.05
Native Hawaiian0.0220.040.0220.044
White38.6332637.63526.3937.16919.06
Two or more races3.4213.523.4223.63.6394.19
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 Indian0.1980.2190.212
Asian2.9752.9182.981
Black44.54510045.17444.483
Hispanic10.20610.62411.472
Native Hawaiian0.0220.0220.044
White38.63337.63537.169
Two or more races3.4213.4223.639
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 Indian0.1980.2190.212
Asian2.9752.9182.981
Black44.54545.17444.483
Hispanic10.20610.62411.472
Native Hawaiian0.0220.0220.044
White38.63337.63537.169
Two or more races3.4213.4223.639
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 Students74.7885.5384.76
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Free and Reduced Breakfast Participation of Eligible Students

Free and Reduced Breakfast Participation of Eligible Students :

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

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

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

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

 

Free and Reduced Breakfast Participation
 2014-20152015-20162016-2017
 PercentagePercentagePercentage
All Students42.5847.147.94
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Free and Reduced Lunch Participation of Eligible Students

Free and Reduced Lunch Participation of Eligible Students:

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

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

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

 

Free and Reduced Lunch Participation
 2014-20152015-20162016-2017
 PercentagePercentagePercentage
All Students79.6378.8681.55
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Teacher Quality

.

Student-Teacher Ratio

2015-2016 Grades K-7 Student Teacher Ratio: 13.3 : 1

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

2015-2016 Grades 8-12 Student Teacher Ratio: 10.34 : 1

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

Provisionally Licensed Teachers

Provisionally Licensed Teachers
 2015-20162016-2017
Provisional4%5%
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
 2014-20152015-20162016-2017
Division
All Schools100%--
High Poverty100%--
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
2014-201549%48%1%2%
2015-201651%45%1%3%
2016-201752%44%1%3%
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Roanoke City Public Schools to top