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General school information

Division: Rockingham County Public Schools
Address: 100 Mount Clinton Pike Harrisonburg, VA 22802
Superintendent: Dr. Oskar Scheikl
Region: 5
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 Schools23
Fully Accredited22
Partially Accredited: Warned School-Pass Rate1

Federal Graduation Indicator

Federal Graduation Indicator: All Students

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

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

Federal Graduation Indicator
Student SubgroupType2013-20142014-20152015-2016
All StudentsDivision909088
 Virginia848586
FemaleDivision949392
 Virginia888989
MaleDivision878785
 Virginia818283
American IndianDivision<<100
 Virginia788484
AsianDivision<100100
 Virginia909092
BlackDivision888680
 Virginia777979
HispanicDivision928083
 Virginia767676
Native HawaiianDivision100
 Virginia868992
WhiteDivision919289
 Virginia898990
Two or more racesDivision818378
 Virginia898889
Students with DisabilitiesDivision595260
 Virginia525353
Economically DisadvantagedDivision828280
 Virginia747575
English LearnersDivision898385
 Virginia676767
Gap Group 2Division888680
 Virginia777979
Gap Group 3Division928083
 Virginia767676
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Assessments

Student Achievement by Proficiency Level

Reading

Reading Performance: All Students

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

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

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

Overall Student Performance: Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students168166191681651917816419
Female188466161883651718836517
Male137965211479642115796421
American Indian1163533786354388645636
Asian2190691034935972794676
Black6736727565603511726128
Hispanic768613277063308716329
Native Hawaiian<100<0<100<0<100<0
White178466161883651718836517
Two or more races148067201775582515745926
Students with Disabilities94536551142315814453155
Economically Disadvantaged871622986961318706230
English Learners560554035450462403860
Migrant<<<<<<<<<100<0
Grade 3 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students177962211377642315745926
Female178164191476622417806320
Male177760231278662213695631
American Indian<<<<<<<<<<<<
Asian4292508<<<<36100640
Black6696331-5050507534747
Hispanic1164533646157396554945
White188264181581661917786122
Two or more races13705730471672917594141
Students with Disabilities64135591042315814402660
Economically Disadvantaged967583346460368635537
English Learners857494335754431414059
Grade 4 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students208363172180592022826018
Female248662142482591823815919
Male168064201878602221836217
American Indian<<<<<<<<<<<<
Asian21937176792258<<<<
Black127159291353404716745826
Hispanic97566251068583210726228
Native Hawaiian<100<0<100<0
White228562152283611724846016
Two or more races108171191576612419856515
Students with Disabilities4474353941325915513649
Economically Disadvantaged117463261269573110716129
English Learners56763334605540-474753
Migrant<100<0<100<0
Grade 5 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students258459162885571526845816
Female268558153087571328845616
Male238360172784561625846016
Asian4090501027936774393507
Black-848416667613313604740
Hispanic77163291278662216786222
White288658143287551329865814
Two or more races228158193381481916725628
Students with Disabilities63832621252404816493351
Economically Disadvantaged137664241679632114725828
English Learners666603466458363524848
Grade 6 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students187860221876582421805920
Female228058201977592321816019
Male157762231674582621795821
American Indian<100<0<<<<<<<<
Asian<100<0409050101894766
Black-757525570653015655035
Hispanic9564744105544458766824
White208161191880612023815819
Two or more races138371172364413617705230
Students with Disabilities74437561030207015422758
Economically Disadvantaged763563796354378716329
English Learners249475143935615161184
Grade 7 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students148368171581661914826818
Female178770131985661516846916
Male127967211277662311796721
American Indian<100<0<100<0<<<<
Asian<<<<<<<<27100730
Black18644536883751714675233
Hispanic1174632646763337706330
White158469161783651715846916
Two or more races15917691486731411806920
Students with Disabilities124633541145345512402760
Economically Disadvantaged771642966861327736627
English Learners6504450-2626748403260
Grade 8 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students107364271376632415776223
Female137966211580662019806120
Male76861321173612711756425
American Indian<<<<<100<0<100<0
Asian10706030<100<02592678
Black76760339453655<100<0
Hispanic159584146965318605240
White117665241477642316796321
Two or more races146450361977582315756025
Students with Disabilities134128591534196611372763
Economically Disadvantaged661553966054409615239
English Learners4484452-383862-202080
EOC English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students790821078982115888312
Female891839991839691859
Male688821258782134858115
American Indian<<<<<100<0<100<0
Asian<100<0<100<0-92928
Black-757525-777723595905
Hispanic175742528582151818019
White89284879083106898311
Two or more races7908310117968218797121
Students with Disabilities15544046549445112564444
Economically Disadvantaged382791828078202797721
English Learners-686832-646436-484852
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 Students187658241776592419796121
Female238359172183621724876313
Male136956311470563013725928
American Indian<<<<<<<<<100<0
Asian27876013401006003591579
Black-5757431061523923856215
Hispanic763563787264289726328
White207858221978592220806020
Two or more races147460262266433423815819
Students with Disabilities14412759931226910372763
Economically Disadvantaged962533856257388665734
English Learners3545146-4242588585042
Grade 8 Writing Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students126755331668523216705430
Female177760231975562522805820
Male85749431361483910615139
American Indian<<<<<100<0<100<0
Asian<<<<<100<03392588
Black-474753-272773<<<<
Hispanic655494596353377564944
White136956311769523117715429
Two or more races146146391963443810807020
Students with Disabilities15291571102414767292271
Economically Disadvantaged650445055247485544946
English Learners4444056-29297114463254
EOC Writing Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students248460161985661521876613
Female30895811239067102693677
Male187962211579642115826618
American Indian<<<<<<<<<100<0
Asian<100<0<100<03691559
Black-6969311580652028896111
Hispanic8716429681751911857415
White268659142186651422886612
Two or more races138773132769423135834817
Students with Disabilities13544146741345913463454
Economically Disadvantaged11746326673672711786622
English Learners3615839-5353473676433
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 Students218766132087681319866714
Female228967112089701119876813
Male208565151986661420856515
American Indian208565151167563315705630
Asian529341744985324295535
Black137360271381681911756525
Hispanic138471161184731611827118
Native Hawaiian<100<0<100<0<100<0
White228866122188671221876613
Two or more races178466161283701714826818
Students with Disabilities115443461058484212554345
Economically Disadvantaged118068201079692111776623
English Learners1180692087668245655935
Migrant<<<<<<<<<100<0
Grade 3 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students167761231781641912736127
Female167862221679642111746226
Male157560251982641812736127
American Indian<<<<<<<<<<<<
Asian4292508<<<<3691559
Black-5050506696331-606040
Hispanic1164543646561358605240
White177962212084641612766324
Two or more races7777023479752114695531
Students with Disabilities84639541256444413473453
Economically Disadvantaged965573566862329645536
English Learners564583646056404575243
Grade 4 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students258661142684581630875813
Female248662142484591627855815
Male278659142784561632895711
American Indian<<<<<<<<<<<<
Asian509343783100170<<<<
Black24593541740336017786122
Hispanic128270181578632318826418
Native Hawaiian<100<0<100<0
White278761132886581432885612
Two or more races2981521967367272492688
Students with Disabilities135138491359474113604840
Economically Disadvantaged168064201574592615786322
English Learners10807020107666248726428
Migrant<100<0<100<0
Grade 5 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students368852123386531431875613
Female378851123287561331885712
Male358852123484501630865514
Asian809010103810063057100430
Black21957452168473213604740
Hispanic228361171984661621886612
White388951113686501434885412
Two or more races36814419388648143777423
Students with Disabilities54742531151404915554045
Economically Disadvantaged228058201879612115766124
English Learners23815819118372173666334
Grade 6 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students24896511259267824886412
Female2793667269367724896511
Male218665142490661023876413
American Indian<100<0<<<<<<<<
Asian<100<05090401028100720
Black1792758159580510867614
Hispanic108776131485711512867414
White26906410279367726886212
Two or more races138371172182621830835217
Students with Disabilities105949411161493913544046
Economically Disadvantaged108373171586711412827118
English Learners16887212168267185757025
Grade 7 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students298657142581561921805920
Female308858122984561620816119
Male288456162178562222805820
American Indian<100<0<100<0<<<<
Asian<<<<<100<060903010
Black187355271710083014715729
Hispanic308150191781641913786522
White298758132681541922815919
Two or more races248865121464503620745426
Students with Disabilities155136491344315614382463
Economically Disadvantaged167660241370573013715829
English Learners156348381065553514624838
Grade 8 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students579742148379173757125
Female786801438886124847916
Male473692747874223676533
American Indian<100<0<100<0<100<0
Asian<<<<<100<0<<<<
Black-67673310706030<<<<
Hispanic588831228885131737227
White678722248279184757125
Two or more races-6868324848016-717129
Students with Disabilities154732531257454311433257
Economically Disadvantaged576712427775235686332
English Learners2807720-666634-626238
Algebra I Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students991829891839992828
Female10938379958551094846
Male889811178881129908110
American Indian<100<0<100<0<100<0
Asian44100560<100<043100570
Black1076672459086106898311
Hispanic49087104948965868114
White9918299918291092838
Two or more races8928381093837392898
Students with Disabilities-646436-6262381737227
Economically Disadvantaged287841338783133868314
English Learners893858-8686142636137
Migrant<100<0
Geometry Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students1494806119482614907610
Female1495805109483614887412
Male139481612938271492798
American Indian<100<0<100<0<100<0
Asian<100<02710073030100700
Black-64643614958258544646
Hispanic99586568782138877813
White159580512948361592778
Two or more races69488669488611857415
Students with Disabilities-67673328683144716729
Economically Disadvantaged69186958984116827618
English Learners89486610817119<<<<
Algebra II Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students279669428987022697713
Female299869226987222398752
Male269569530976733096664
American Indian<100<0<100<0<100<0
Asian<100<0<100<050100500
Black<<<<<100<01394816
Hispanic10908010169479612100880
White299768330986822797703
Two or more races18100820610094033100670
Students with Disabilities<<<<<100<014907610
Economically Disadvantaged129279815978232799721
English Learners7908310595895<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 Students158672141687701317866814
Female138774131487731315867114
Male168670141886681419856615
American Indian<100<0177558259827318
Asian3991529349460638100620
Black579742167569257756825
Hispanic575702577872228766824
White168872121888711219886912
Two or more races128371171687711310786722
Students with Disabilities852444875346479544546
Economically Disadvantaged776702487769238756725
English Learners569643136158392434257
Migrant<100<0<<<<<<<<
Grade 5 Science Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students248561152986571425825718
Female218463162784571620805920
Male278760133187571329845516
Asian50100500279367757100430
Black683781717675033-474753
Hispanic86860321478652214746026
White268862123187561328845716
Two or more races22785622489043109665634
Students with Disabilities33734631352404815453055
Economically Disadvantaged127664241678622213705630
English Learners868603267267283504750
Grade 8 Science Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students108070201283711712816919
Female98173191084741611817019
Male128068201583681713816819
American Indian<100<0<100<0<100<0
Asian18735527<100<08100920
Black14867114-646436<<<<
Hispanic371682957772236666034
White118271181484711614847016
Two or more races771642968477165706530
Students with Disabilities104736531147365310524248
Economically Disadvantaged569643137066305676233
English Learners4545046-434357-363664
Biology Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students98677141186751413857215
Female99081101187771312887612
Male98374171284721614816819
American Indian<100<0<100<0<100<0
Asian<<<<50100500<100<0
Black682761867267286767124
Hispanic379772148077204757125
White108778131287751314877213
Two or more races14826818108070209706130
Students with Disabilities4524848-5252481515049
Economically Disadvantaged376732447975215757025
English Learners271692936057404433957
Chemistry Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students199576515927782091729
Female179477611918091692768
Male209675419927282591669
American Indian<100<0<<<<<100<0
Asian<100<03691559<100<0
Black<100<0-10010009100910
Hispanic9797021780742010857515
White209676416937672192718
Two or more races-100100051009509100910
Students with Disabilities<100<0<<<<<<<<
Economically Disadvantaged7878013985761512867314
English Learners13756325-555545<<<<
Earth Science Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students148975111488751216907410
Female128876121490771015897411
Male15907410138673141791749
American Indian<100<0<<<<<100<0
Asian40100600<<<<29100710
Black-67673357974216767124
Hispanic679732147672246817619
White1590751015917691892748
Two or more races595905148369171492788
Students with Disabilities1616039-5858424585542
Economically Disadvantaged782751867771234817719
English Learners27774232565444-454555
Migrant<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

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 Students208968112888601228875913
Female178770132586611426856015
Male239066103189581130885812
American Indian<<<<<<<<20907010
Asian549643451934275298462
Black158368181379662123765324
Hispanic118474161882641817806320
White218968113089591130885812
Two or more races198970113087571319836417
Students with Disabilities10655535126452368584942
Economically Disadvantaged118271181679632115776223
English Learners11807020107161296494351
Migrant<100<0<<<<<<<<
VA & US History Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students228563151687711318856815
Female198465161285741515836817
Male258762132189681121876713
American Indian<<<<<100<0<100<0
Asian<100<0<<<<4292508
Black10807020-80802025755025
Hispanic10807020128472165817619
White248663141788711219866714
Two or more races238562151288771211897811
Students with Disabilities255534576760335534747
Economically Disadvantaged127665241077682311796821
English Learners7716429-626238-313169
World History I Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students7746726107060304777323
Female475712576154394827918
Male9746526127665244716729
American Indian<100<0<100<0
Asian<100<0<<<<
Black<<<<<100<0<<<<
Hispanic-7373273666234-777723
White8736527127059306767024
Two or more races-8080208696231<100<0
Students with Disabilities46359373504750<<<<
Economically Disadvantaged37167295635837-686832
English Learners3767424-696931<<<<
Migrant<100<0
World History II Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students2994656259167913756225
Female2393707209070104706730
Male3796594299263823805720
American Indian<<<<<100<0<100<0
Asian<100<030906010<100<0
Black<<<<13877313<<<<
Hispanic2396734128270185524848
White2994656269366717816419
Two or more races271007303591579<<<<
Students with Disabilities66963311791749<<<<
Economically Disadvantaged2292708158570157676133
English Learners24967243535047<<<<
Geography Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students1595805-9696420886812
Female1492788-9595516867014
Male1698822<100<023906610
Asian<<<<<100<045100550
Black181008207736727
Hispanic6878213<100<010837317
White1596814-9595521896811
Two or more races17897211<100<022896811
Students with Disabilities-838317<<<<1605940
Economically Disadvantaged591869-10010007787122
English Learners7827518<100<03454255
Migrant<100<0<100<0<<<<
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Percent of Kindergarten Students Meeting Literacy Benchmarks

All Kindergartners

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

 

2012-20132013-20142014-2015
Percent of Kindergarten Students Meeting Literacy BenchmarksDivision: 90.72 State: 91.04Division: 91.82 State: 91.28Division: 91.8 State: 90.38

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-kindergarten433416412
Kindergarten860843803
Grade 1857883863
Grade 2859825859
Grade 3879850832
Grade 4866873855
Grade 5866879896
Grade 6827872880
Grade 7936830877
Grade 8908938842
Grade 9955970988
Grade 10932932936
Grade 11873929917
Grade 12816835892
Post Graduate311
Total Students11,87011,87611,853
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 Students118701187611853
Female575357135757
Male611761636096
American Indian514445
Asian132126142
Black232222232
Hispanic153116011657
Native Hawaiian766
White953594869387
Two or more races382391384
Students with Disabilities109211231116
Not Students with Disabilities107781075310737
Economically Disadvantaged469746004444
Not Economically Disadvantaged717372767409
English Learners9188311316
Not English Learners109521104510537
Migrant1158
Homeless293024
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

College & Career Readiness

Diplomas and Completion

Class of 2016: All Students

Division

State

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

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

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

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

Status of the Students in the 2015-2016 Cohort
Student SubgroupTypeAdvanced DiplomasStandard DiplomasOther DiplomasGED'sDropoutsOther Non-Graduates
All StudentsDivision441363201419
State4917234245347693750042233
FemaleDivision25813370161
State268261509812453531830807
MaleDivision183230131258
State2234619147223158431741426
American IndianDivision<<<<0<
State110112125285
AsianDivision<<<<0<
State44281223901613062
BlackDivision291000
State78991054014312301411965
HispanicDivision415310100
State44244511381851536311
WhiteDivision375290171297
State300171650714345631731798
Two or more racesDivision15101021
State222313111283715989
Students with DisabilitiesDivision62920001
State946530634751091061120
Economically DisadvantagedDivision7916490194
State921814810194032821211221
English LearnersDivision1141070
State448206829417117888
HomelessDivision<<<<<<
State1976231151116285
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

Four-Year Virginia On-Time Graduation Rate

On-Time Graduation Rate Over Time

All Students

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

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

Status of Students After Four Years of High School
Students SubgroupStudents in CohortGraduatesOn-Time Graduation RateCompletersCompletion RateCohort DropoutsCohort Dropout Rate
All Students87582494.282694.4414.7
Female41539895.939895.9163.9
Male46042692.642893255.4
American Indian0<<<<00
Asian0<100<10000
Black12121001210000
Hispanic1059590.59590.5109.5
White71968294.968495.1294
Two or more races292689.72689.726.9
Students with Disabilities565598.25610000
Economically Disadvantaged27525291.625291.6196.9
English Learners231669.61669.6730.4
Homeless0<<<<<<
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Gap Group 1 = Students with Disabilities, English Language Learners, Economically Disadvantaged Students (unduplicated)
Gap Group 2 = Black Students
Gap Group 3 = Hispanic Students
Unduplicated = Students are able to be in two gap groups

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

Advanced Program Information
Count/Percentage
Program Type2013-20142014-20152015-2016
Advanced Placement Test Taken -270 / 7.55%310 / 8.46%
Advanced Placement Course Enrollment -606 / 16.95%707 / 19.29%
Dual Enrollment -105 / 2.94%75 / 2.05%
Governor’s School Enrollment -30 / .84%31 / .85%
IB Course Enrollment - - -
Senior Enrolled in IB Program - - -
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

Postsecondary Enrollment

2013-2014 Postsecondary Enrollment: All Students

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

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

2013-2014 FGI cohort year (students entering high school in 2010)
Total number of students in the cohort earning a federally recognized high school diplomaStudents who enrolled in any Institution of Higher Education (IHE) within 16 months of earning a federally recognized high school diploma
TypeTotalTotal HERemaining Percent
All StudentsDivision82850139
State807635806328
FemaleDivision43429632
State410153155223
MaleDivision39420548
State397482651133
American IndianDivision0<100
State25416635
AsianDivision0<100
State5269454514
BlackDivision12<100
State175771162334
HispanicDivision664138
State7574489435
WhiteDivision70842939
State467653441326
Two or more racesDivision291645
State3210234527
Students with DisabilitiesDivision38<100
State5864307448
Economically DisadvantagedDivision2339460
State228881345241
English LearnersDivision0<100
State241154
LEGEND < = A group below state definition for personally identifiable results. - = no data available for that group This report provides the best available estimates about college enrollment according to the National Student Clearinghouse. For more information, see the answers to Frequently Asked Questions about this report at: http://www.doe.virginia.gov/school_finance/arra/stabilization/reported_data/assurance_c/faq_c11.pdf. Students who attended schools that do not participate in NSC are not included in the number or percent of students enrolled in an IHE. Federally recognized high school diplomas include Standard, Advanced Studies, or International Baccalaureate (IB) diplomas. Most subgroups are based on students' most recent status.

Career & Technical Education

Students Earning One or More CTE Credentials: All Students

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

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

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

Career and Technical Education
Count
2013-20142014-20152015-2016
NOCTI AssessmentsDivision-148159
 State-39714139
State LicensuresDivision-915
 State-16731790
Industry CertificationDivision-6921238
 State-89541100544
Workplace ReadinessDivision-318236
 State-3366530775
Total Credentials EarnedDivision-11671648
 State-128850137248
Students Earning One or More CredentialsDivision-9631297
 State-104867109089
CTE CompletersDivision-452460
 State-3929142404
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 Students33248534370.7%
2014-2015
Number of Test TakersNumber of Tests TakenNumber of Tests with Qualifying ScoresPercentage of Tests Passed
All Students38255542376.2%
2015-2016
Number of Test TakersNumber of Tests TakenNumber of Tests with Qualifying ScoresPercentage of Tests Passed
All Students40566148373.1%
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
 2012-20132013-20142014-2015
Percentage of fiscal year division
operating expenditures for instructional costs
66.667.967.9

Statewide Expenditures

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

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

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

Sources of Financial Support and Total Per Pupil Expenditures for Operations

Division Per-Pupil Spending

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

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

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

School Division - Per-Pupil Spending
 Local FundingStateFederal
2012-20134,697.004,751.00613.00
2013-20144,670.004,839.00585.00
2014-20154,888.005,108.00615.00

Statewide Per-Pupil Spending

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

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

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

 

State - Per-Pupil Spending
 Local FundingStateFederal
2012-20135,777.004,605.00875.00
2013-20145,823.004,634.00784.00
2014-20155,950.004,802.00771.00

Learning Climate

Percent of Students Absent

Percent of Students Absent 2015-2016 School Year:

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

  • Children who are chronically absent in preschool, kindergarten, and first grade are much less likely to read on grade level by the third grade.
  • Students who can’t read at grade level by the third grade are four times more likely to drop out of high school.
  • By high school, regular attendance is a better dropout indicator than test scores.
  • A student who is chronically absent in any year between the eighth and twelfth grade is seven times more likely to drop out of school.
Absenteeism by Subgroup
2012-20132013-20142014-20152015-2016
Subgroup0%-10%10%-15%15%-20%20+%0%-10%10%-15%15%-20%20+%0%-10%10%-15%15%-20%20+%0%-10%10%-15%15%-20%20+%
All Students10901578242228110475112011951110447718520111176422137180
Female5310283110116538025089905399228978554431936083
Male5591295132112566726111210557052498811657332297797
American Indian54202504123943042300
Asian107210115610128300124310
Black1901077202111522514572281126
Hispanic1273492317134146202614426313201528511429
Native Hawaiian0000000000000000
White8953499198193899842216715789203741571608880335114137
Two or more races3171613833621115344187143681968
Students with Disabilities881673830881613232930742314990521614
Economically Disadvantaged4176357170147432033013712143133101311424371271100104
English Learners8202691083829118848378486135615
Homeless551310659176655131013651156
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 Students95.9296.2495.94
Female95.9196.3195.9
Male95.9296.1895.98
American Indian95.0696.8696.33
Asian97.897.998.04
Black96.2896.4895.75
Hispanic96.1596.4295.72
Native Hawaiian94.8496.9296.3
White95.8696.295.96
Two or more races95.5395.7995.6
Students with Disabilities95.496.195.67
Economically Disadvantaged94.9195.3694.86
English Learners96.4996.5895.97
Migrant96.493.8894.42
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Standards of Accreditation (SOA) Offenses Data

2015-2016 Offenses
 Number of Offenses
Alcohol, Tobacco, and Other Drug Offenses235
Technology Offenses66
Offenses Against Student35
Offenses Against Staff13
Weapons Offenses28
Property Offenses19
All Other Offenses165
Other Offenses Against Persons256
Disorderly or Disruptive Behavior Offenses466
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Short Term Suspensions

Short Term Suspensions:

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

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

Short Term Suspensions
 2013-20142014-20152015-2016
Subgroup% Population% Short Term Suspensions% Population% Short Term Suspensions% Population% Short Term Suspensions
American Indian0.4970.720.430.150.370.38
Asian1.0011.1120.151.0610.13
Black1.7842.311.9551.91.8691.02
Hispanic12.03410.2612.8989.2213.48111.42
Native Hawaiian0.0590.0590.051
White81.47881.580.32983.1679.87583.12
Two or more races3.1475.23.2185.423.2923.93
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

Long Term Suspensions

Long Term Supensions:

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

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

Long Term Suspensions
 2013-20142014-20152015-2016
Subgroup% Population% Long Term Suspensions% Population% Long Term Suspensions% Population% Long Term Suspensions
American Indian0.4970.430.37
Asian1.0011.1121.061
Black1.7841.9554.081.86920
Hispanic12.0345.7712.89812.2413.4815
Native Hawaiian0.0590.0590.051
White81.47890.3880.32977.5579.87565
Two or more races3.1473.853.2186.123.29210
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Expulsions

Expulsions:

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

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

Expulsions
 2013-20142014-20152015-2016
Subgroup% Population% Expulsions% Population% Expulsions% Population% Expulsions
American Indian0.4970.430.37
Asian1.0011.1121.061
Black1.7841.9551.869
Hispanic12.03412.89813.48150
Native Hawaiian0.0590.0590.051
White81.47810080.32910079.87550
Two or more races3.1473.2183.292
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Free and Reduced Meal Eligibility

Free and Reduced Meal Eligibility:

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

 

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

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

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

Free and Reduced Meal Eligibility
 2013-20142014-20152015-2016
 PercentagePercentagePercentage
All Students40.1940.6539.63
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Free and Reduced Breakfast Participation of Eligible Students

Free and Reduced Breakfast Participation of Eligible Students :

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

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

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

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

 

Free and Reduced Breakfast Participation
 2013-20142014-20152015-2016
 PercentagePercentagePercentage
All Students36.4937.0738.32
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Free and Reduced Lunch Participation of Eligible Students

Free and Reduced Lunch Participation of Eligible Students:

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

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

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

 

Free and Reduced Lunch Participation
 2013-20142014-20152015-2016
 PercentagePercentagePercentage
All Students7978.0277.69
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Teacher Quality

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Student-Teacher Ratio

2014-2015 Grades K-7 Student Teacher Ratio: 15.01 : 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 iconstudent ratio iconstudent ratio icon

2014-2015 Grades 8-12 Student Teacher Ratio: 8.74 : 1

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

Provisionally Licensed Teachers

Provisionally Licensed Teachers
 2014-20152015-2016
Provisional3%2%
Provisional Special Education0%1%
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

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

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

Percentage of Core Academic Classes Taught by Teachers Not Meeting the Federal Definition of Highly Qualified
 2013-20142014-20152015-2016
Division
All Schools-1%-
High Poverty---
Low Poverty---
State
All Schools1%1%1%
High Poverty2%2%2%
Low Poverty1%1%1%
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

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

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

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

Teacher Educational Attainment

Teacher Educational Attainment: 2015-2016

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

Teacher Educational Attainment
 Bachelor's DegreeMaster's DegreeDoctoral DegreeOther
2014-201550%49%0%1%
2015-201652%47%0%1%
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
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