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General school information

Division: Rockingham County Public Schools
Address: 100 Mount Clinton Pike Harrisonburg, VA 22802
Superintendent: Dr. Carol S. Fenn
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 Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students157459261681661916816519
Female177760231884661618836517
Male137159291379652114796421
American Indian9645536116353378635438
Asian25886312219069103493597
Black1465513567367275656035
Hispanic558524276861327706330
Native Hawaiian<100<0<100<0<100<0
White167760231784661618836517
Two or more races137461261480672017755825
Students with Disabilities10433357945365511423158
Economically Disadvantaged861533987162298696131
English Learners451474956055403545046
Migrant30805020<<<<<<<<
Grade 3 English Reading Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students146955311779622113776423
Female167358271781641914766224
Male136552351777602312786622
American Indian<<<<<<<<<<<<
Asian217957214292508<<<<
Black195638446696331-505050
Hispanic4535047116453364615739
Native Hawaiian<100<0<100<0
White157156291882641815816619
Two or more races19715229137057304716729
Students with Disabilities9382962641355910423158
Economically Disadvantaged654484696758334646036
English Learners251494985749433575443
Grade 4 English Reading Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students187254282083631721805920
Female207454262486621424825918
Male167054301680642018786022
Asian<<<<21937176792258
Black87769231271592913534047
Hispanic5454055975662510685832
White197555252285621522836117
Two or more races228159191081711915766124
Students with Disabilities1429157144743539413259
Economically Disadvantaged116048401174632612695731
English Learners541365956763334605540
Grade 5 English Reading Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students267752232584591628855715
Female298152192685581530875713
Male227452262383601727845616
American Indian<100<0<<<<
Asian<100<0409050102793677
Black27734527-8484166676133
Hispanic8554745771632912786622
White288052202886581432875513
Two or more races178367172281581933814819
Students with Disabilities9564744638326212524048
Economically Disadvantaged126149391376642416796321
English Learners656504466660346645836
Migrant<100<0<<<<
Grade 6 English Reading Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students157055301878602218765824
Female167256282280582019775923
Male146855321577622316745826
American Indian<<<<<100<0<<<<
Asian<<<<<100<040905010
Black6635638-7575255706530
Hispanic6534647956474410554445
White167256282081611918806120
Two or more races97466261383711723644136
Students with Disabilities8352765744375610302070
Economically Disadvantaged558534276356379635437
English Learners332286824947514393561
Grade 7 English Reading Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students157661241483681715816619
Female198061201787701319856615
Male117261281279672112776623
American Indian<<<<<100<0<100<0
Asian<<<<<<<<<<<<
Black7645736186445368837517
Hispanic5625738117463264676333
White167862221584691617836517
Two or more races11746326159176914867314
Students with Disabilities124230581246335411453455
Economically Disadvantaged763563777164296686132
English Learners74639546504450-262674
Grade 8 English Reading Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students86658341073642713766324
Female107060301379662115806620
Male6635737768613211736127
American Indian<<<<<<<<<100<0
Asian<<<<10706030<100<0
Black1550355076760339453655
Hispanic559544115958414696531
White86860321176652414776423
Two or more races115342471464503619775823
Students with Disabilities123625641341285915341966
Economically Disadvantaged554504666155396605440
English Learners35552454484452-383862
Migrant<100<0<100<0<100<0
EOC English Reading Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students1189791179082107898211
Female12897711891839991839
Male989801168882125878213
American Indian<100<0<<<<<100<0
Asian20100800<100<0<100<0
Black16796321-757525-777723
Hispanic578722217574252858215
White11918098928487908310
Two or more races5767124790831011796821
Students with Disabilities12645236155440465494451
Economically Disadvantaged779722138279182807820
English Learners-767624-686832-646436
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Writing

Writing Performance: All Students

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

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

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

Overall Student Performance: Writing Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students177659241876582417765924
Female228260182383591721836217
Male126957311369563114705630
American Indian<<<<<<<<<<<<
Asian261007402787601340100600
Black11665534-57574310615239
Hispanic767603376356378726428
White187758232078582219785922
Two or more races127362271474602622664334
Students with Disabilities9403160144127599312269
Economically Disadvantaged962533896253385625738
English Learners36057403545146-424258
Migrant<<<<<100<0<100<0
Grade 8 Writing Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students116554351267553316685232
Female167256281777602319755625
Male7595241857494313614839
American Indian<<<<<<<<<100<0
Asian<100<0<<<<<100<0
Black5524848-474753-272773
Hispanic258564265549459635337
White136754331369563117695231
Two or more races115342471461463919634438
Students with Disabilities102313771529157110241476
Economically Disadvantaged651464965044505524748
English Learners34643544444056-292971
EOC Writing Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students188668142484601619856615
Female24916893089581123906710
Male128169191879622115796421
American Indian<<<<<<<<<<<<
Asian25100750<100<0<100<0
Black15857015-69693115806520
Hispanic1276632487164296817519
White198869122686591421866514
Two or more races68882121387731327694231
Students with Disabilities12463454135441467413459
Economically Disadvantaged12776423117463266736727
English Learners-6969313615839-535347
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Math

Math Performance: All Students

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

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

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

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

Overall Student Performance: Math Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students198263182187661320876813
Female218564152289671120897011
Male188062202085651519866614
American Indian188871122085651511675633
Asian419353752934174498532
Black137663241373602713816819
Hispanic127866221384711611847316
Native Hawaiian<100<0<100<0<100<0
White208363172288661221886712
Two or more races198061201784661612837017
Students with Disabilities104939511154434610584842
Economically Disadvantaged117362271180682010796921
English Learners11766524118069208766824
Migrant8837517<<<<<<<<
Grade 3 Mathematics Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students127361271677612317816419
Female127462261678622216796421
Male127360271575602519826418
American Indian<<<<<<<<<<<<
Asian211007904292508<<<<
Black7676033-5050506696331
Hispanic6655935116454364656135
Native Hawaiian<100<0<100<0
White137462261779622120846416
Two or more races1062523877770234797521
Students with Disabilities7383062846395412564444
Economically Disadvantaged563583796557356686232
English Learners565613556458364605640
Grade 4 Mathematics Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students248259182586611426845816
Female238259182486621424845916
Male248258182786591427845616
Asian<<<<509343783100170
Black20876713245935417403360
Hispanic97667241282701815786323
White258358172787611328865814
Two or more races26815519298152196736727
Students with Disabilities73225681351384913594741
Economically Disadvantaged167459261680642015745926
English Learners127563251080702010766624
Grade 5 Mathematics Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students338047203688521233865314
Female378448163788511232875613
Male307646243588521234845016
American Indian<100<0<<<<
Asian<100<08090101038100630
Black27734527219574521684732
Hispanic207758232283611719846616
White348046203889511136865014
Two or more races387538253681441938864814
Students with Disabilities11463554547425311514049
Economically Disadvantaged176851322280582018796121
English Learners197859222381581911837217
Migrant<100<0<<<<
Grade 6 Mathematics Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students21805920248965112592678
Female2180592027936672693677
Male228058202186651424906610
American Indian<100<0<100<0<<<<
Asian<<<<<100<050904010
Black1369563117927581595805
Hispanic167761231087761314857115
White22805820269064102793677
Two or more races238663141383711721826218
Students with Disabilities95344471059494111614939
Economically Disadvantaged126957311083731715867114
English Learners106353371688721216826718
Grade 7 Mathematics Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students247853222986571425815619
Female288355173088581229845616
Male217352272884561621785622
American Indian<<<<<100<0<100<0
Asian<<<<<<<<<100<0
Black147964211873552717100830
Hispanic137158293081501917816419
White267953212987581326815419
Two or more races228159192488651214645036
Students with Disabilities174831521551364913443156
Economically Disadvantaged147056301676602413705730
English Learners156146391563483810655535
Grade 8 Mathematics Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students472692857974214837917
Female577722378680143888612
Male368653247369274787422
American Indian<100<0<100<0<100<0
Asian<100<0<<<<<100<0
Black5605540-67673310706030
Hispanic365623558883122888513
White474702667872224827918
Two or more races-767624-6868324848016
Students with Disabilities105141491547325312574543
Economically Disadvantaged468643257671242777523
English Learners97263282807720-666634
Migrant<100<0<100<0
Algebra I Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students991829991829891839
Female10948461093837995855
Male888801288981117888112
American Indian<100<0<100<0<100<0
Asian<100<044100560<100<0
Black5847916107667245908610
Hispanic12938174908710494896
White991829991829991829
Two or more races47874228928381093837
Students with Disabilities3676333-646436-626238
Economically Disadvantaged586811428784133878313
English Learners794876893858-868614
Migrant<100<0<100<0
Geometry Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students179375714948061194826
Female189376714958051094836
Male179275813948161293827
American Indian<100<0<100<0<100<0
Asian<<<<<100<027100730
Black20806020-6464361495825
Hispanic11928289958656878213
White189375715958051294836
Two or more races7878013694886694886
Students with Disabilities5635837-6767332868314
Economically Disadvantaged108777136918695898411
English Learners-9696489486610817119
Migrant<100<0<100<0
Algebra II Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students329563527966942898702
Female359661429986922698722
Male299465626956953097673
American Indian<100<0<100<0<100<0
Asian75100250<100<0<100<0
Black<100<0<<<<<100<0
Hispanic18907210109080101694796
White339562529976833098682
Two or more races24886512181008206100940
Students with Disabilities<100<0<<<<<100<0
Economically Disadvantaged2190691012927981597823
English Learners278357177908310595895
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Science

Science Performance: All Students

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

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

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

Overall Student Performance: Science Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students168367171586721416877013
Female148369171387741314877313
Male188466161686701418866814
American Indian15695431<100<017755825
Asian359863239915293494606
Black669633157974216756925
Hispanic773662757570257787222
Native Hawaiian<100<0<100<0
White178568151688721218887112
Two or more races118170191283711716877113
Students with Disabilities1046365485244487534647
Economically Disadvantaged873652777670248776923
English Learners567633356964313615839
Migrant<<<<<100<0<<<<
Grade 5 Science Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students227855222485611529865714
Female207858222184631627845716
Male247854222787601331875713
American Indian<100<0<<<<
Asian<100<0501005002793677
Black9736427683781717675033
Hispanic10574743868603214786522
White248056202688621231875613
Two or more races217958212278562248904310
Students with Disabilities9433457337346313524048
Economically Disadvantaged86354371276642416786222
English Learners757504386860326726728
Migrant<100<0<<<<
Grade 8 Science Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students137865221080702012837117
Female10776723981731910847416
Male167963211280682015836817
American Indian<<<<<100<0<100<0
Asian<<<<18735527<100<0
Black555504514867114-646436
Hispanic467643337168295777223
White148066201182711814847116
Two or more races1674582677164296847716
Students with Disabilities123523651047365311473653
Economically Disadvantaged768613256964313706630
English Learners-6060404545046-434357
Migrant<100<0<100<0<100<0
Biology Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students12857315986771411867514
Female12857315990811011877713
Male12857315983741712847216
American Indian<<<<<100<0<100<0
Asian<100<0<<<<50100500
Black-57574368276186726728
Hispanic477732337977214807720
White138673141087781312877513
Two or more races78376171482681810807020
Students with Disabilities-4343574524848-525248
Economically Disadvantaged575692537673244797521
English Learners170693027169293605740
Migrant<<<<<100<0
Chemistry Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students129179919957651592778
Female109181917947761191809
Male159176920967541992728
Asian31100690<100<03691559
Black<100<0<100<0-1001000
Hispanic886781497970217807420
White129179920967641693767
Two or more races<<<<-10010005100950
Students with Disabilities<<<<<100<0<<<<
Economically Disadvantaged981721978780139857615
English Learners475712513756325-555545
Earth Science Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students128977111489751114887512
Female98879121288761214907710
Male159075101590741013867314
American Indian<<<<<100<0<<<<
Asian<100<040100600<<<<
Black-858515-6767335797421
Hispanic677712367973214767224
White1491779159075101591769
Two or more races-87871359590514836917
Students with Disabilities64841521616039-585842
Economically Disadvantaged579742178275186777123
English Learners371682927774232565444
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 Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students278558152089681128886012
Female248460161787701325866114
Male308556152390661031895811
American Indian31774623<<<<<<<<
Asian429351754964345193427
Black207959211583681813796621
Hispanic157864221184741618826418
Native Hawaiian<100<0<100<0
White298657142189681130895911
Two or more races238360171989701130875713
Students with Disabilities145340471065553512645236
Economically Disadvantaged177559251182711816796321
English Learners147460261180702010716129
Migrant<<<<<100<0<<<<
VA & US History Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students198970112285631516877113
Female158570151984651612857415
Male22937172587621321896811
American Indian<100<0<<<<<100<0
Asian20907010<100<0<<<<
Black875672510807020-808020
Hispanic68175191080702012847216
White209070102486631417887112
Two or more races12948262385621512887712
Students with Disabilities670643025553457676033
Economically Disadvantaged88072201276652410776823
English Learners27068307716429-626238
US History I Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students37804320
Female34794521
Male40814019
American Indian<100<0
Asian<100<0
Black36642736
Hispanic20755525
White40804120
Two or more races22785722
Students with Disabilities11392861
Economically Disadvantaged20644436
English Learners20765624
Migrant<100<0
World History I Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students17887112774672610706030
Female1388751247571257615439
Male20886812974652612766524
American Indian<100<0<100<0<100<0
Black15776223<<<<<100<0
Hispanic11867414-7373273666234
White18897111873652712705930
Two or more races<<<<-8080208696231
Students with Disabilities565603546359373504750
Economically Disadvantaged1484691637167295635837
English Learners-8181193767424-696931
World History II Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students2189671129946562591679
Female17877013239370720907010
Male2690641037965942992638
American Indian<100<0<<<<<100<0
Asian<<<<<100<030906010
Black7878013<<<<13877313
Hispanic13816819239673412827018
White2390671029946562693667
Two or more races18826418271007303591579
Students with Disabilities452484866963311791749
Economically Disadvantaged16806420229270815857015
English Learners1678622224967243535047
Migrant<<<<<100<0
Geography Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students7938671595805-96964
Female5928781492788-95955
Male9948561698822<100<0
American Indian<100<0
Asian<100<0<<<<<100<0
Black-83831718100820
Hispanic28885126878213<100<0
White7948661596814-95955
Two or more races79386717897211<100<0
Students with Disabilities7676033-838317<<<<
Economically Disadvantaged3908710591869-1001000
English Learners29088107827518<100<0
US History II Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students25765124
Female21735227
Male28805120
American Indian<<<<
Asian<100<0
Black31633138
Hispanic14715729
White27775023
Two or more races23836017
Students with Disabilities9393061
Economically Disadvantaged12655335
English Learners3464254
Migrant<100<0
Civics & Econ Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students2077572330895911
Female2079592129896011
Male1974552632905810
American Indian<<<<<100<0
Asian<<<<<100<0
Black78679149736427
Hispanic765583516836717
White2278572233905810
Two or more races1570563029906110
Students with Disabilities43934618635537
Economically Disadvantaged764573612796621
English Learners6595441-626238
Migrant<100<0<100<0
VA Studies Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students4386431448894111
Female4186451447884112
Male4687401349904110
Asian<100<073100270
Black2910071035713529
Hispanic2374512637875013
White4687411350904010
Two or more races3990521065852015
Students with Disabilities1144335615594441
Economically Disadvantaged2980502031845216
English Learners2074542623836017
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

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

Enrollment

Fall Membership by Grade

Grade2013-20142014-20152015-2016
Pre-kindergarten426433416
Kindergarten829860843
Grade 1865857883
Grade 2873859825
Grade 3857879850
Grade 4875866873
Grade 5830866879
Grade 6918827872
Grade 7901936830
Grade 8901908938
Grade 9982955970
Grade 10905932932
Grade 11853873929
Grade 12868816835
Post Graduate031
Total Students11,88311,87011,876
Fall Membership by Grade
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

Fall Membership by Subgroup

2015 Fall Membership By Subgroup: Racial and Ethnic Groups

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

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

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

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

.

Fall Membership by Subgroup
Subgroup2013-20142014-20152015-2016
All Students118831187011876
Female576257535713
Male612161176163
American Indian595144
Asian119132126
Black212232222
Hispanic143015311601
Native Hawaiian776
White968295359486
Two or more races374382391
Students with Disabilities101410921123
Not Students with Disabilities108691077810753
Economically Disadvantaged467546974600
Not Economically Disadvantaged720871737276
English Learners809918831
Not English Learners110741095211045
Migrant21115
Homeless292930
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
State4917334246347093350192269
FemaleDivision25813370161
State268261510112433531834822
MaleDivision183230131258
State2234719145222758031851447
American IndianDivision<<<<0<
State110111115287
AsianDivision<<<<0<
State44281224891612962
BlackDivision291000
State79001054014302301415981
HispanicDivision415310100
State44244514381851538310
WhiteDivision375290171297
State300171650514315601740817
Two or more racesDivision15101021
State222313111283616089
Students with DisabilitiesDivision62920001
State946531134691091067120
Economically DisadvantagedDivision7916490194
State921814811194032621251240
English LearnersDivision1141070
State448207029417117888
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 Taken326 / 9.04%270 / 7.55%310 / 8.46%
Advanced Placement Course Enrollment518 / 14.36%606 / 16.95%707 / 19.29%
Dual Enrollment83 / 2.3%105 / 2.94%75 / 2.05%
Governor’s School Enrollment30 / .83%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
State807645806228
FemaleDivision43429632
State410163155223
MaleDivision39420548
State397482651033
American IndianDivision0<100
State25416635
AsianDivision0<100
State5269454514
BlackDivision12<100
State175771162334
HispanicDivision664138
State7574489435
WhiteDivision70842939
State467663441226
Two or more racesDivision291645
State3210234527
Students with DisabilitiesDivision38<100
State5865307548
Economically DisadvantagedDivision2339460
State228881345141
English LearnersDivision693746
State5050327035
LEGEND < = A group below state definition for personally identifiable results. - = no data available for that group This report provides the best available estimates about college enrollment according to the National Student Clearinghouse. For more information, see the answers to Frequently Asked Questions about this report at: http://www.doe.virginia.gov/school_finance/arra/stabilization/reported_data/assurance_c/faq_c11.pdf. Students who attended schools that do not participate in NSC are not included in the number or percent of students enrolled in an IHE. Federally recognized high school diplomas include Standard, Advanced Studies, or International Baccalaureate (IB) diplomas. Most subgroups are based on students' most recent status.

Career & Technical Education

Students Earning One or More CTE Credentials: All Students

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

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

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

Career and Technical Education
Count
2013-20142014-20152015-2016
NOCTI AssessmentsDivision154148159
 State502439714139
State LicensuresDivision16915
 State90516731790
Industry CertificationDivision9766921238
 State6932189541100544
Workplace ReadinessDivision653318236
 State283493366530775
Total Credentials EarnedDivision179911671648
 State103599128850137248
Students Earning One or More CredentialsDivision13479631297
 State86257104867109089
CTE CompletersDivision495452460
 State419243929142404
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

Advanced Placement Participation and Achievement

AP Achievement
2013-2014
Number of Test TakersNumber of Tests TakenNumber of Tests with Qualifying ScoresPercentage of Tests Passed
All 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
2014-20155,949.004,802.00772.00

Learning Climate

Percent of Students Absent

Percent of Students Absent 2015-2016 School Year:

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

  • Children who are chronically absent in preschool, kindergarten, and first grade are much less likely to read on grade level by the third grade.
  • Students who can’t read at grade level by the third grade are four times more likely to drop out of high school.
  • By high school, regular attendance is a better dropout indicator than test scores.
  • A student who is chronically absent in any year between the eighth and twelfth grade is seven times more likely to drop out of school.
Absenteeism by Subgroup
2012-20132013-20142014-20152015-2016
Subgroup0%-10%10%-15%15%-20%20+%0%-10%10%-15%15%-20%20+%0%-10%10%-15%15%-20%20+%0%-10%10%-15%15%-20%20+%
All 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
Subgroup2013-20142014-20152015-2016
All Students95.9595.9296.24
Female95.8895.9196.31
Male96.0195.9296.18
American Indian95.3795.0696.86
Asian97.5597.897.9
Black96.5796.2896.48
Hispanic96.496.1596.42
Native Hawaiian94.7994.8496.92
White95.8695.8696.2
Two or more races95.7295.5395.79
Students with Disabilities95.3395.496.1
Economically Disadvantaged94.9294.9195.36
English Learners96.3796.4996.58
Migrant96.5996.493.88
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

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 Indian.497.72.43.15.37.38
Asian1.0011.112.151.061.13
Black1.7842.311.9551.91.8691.02
Hispanic12.03410.2612.8989.2213.48111.42
Native Hawaiian.059.059.051
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 Indian.497.43.37
Asian1.0011.1121.061
Black1.7841.9554.081.86920
Hispanic12.0345.7712.89812.2413.4815
Native Hawaiian.059.059.051
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 Indian.497.43.37
Asian1.0011.1121.061
Black1.7841.9551.869
Hispanic12.03412.89813.48150
Native Hawaiian.059.059.051
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
2013-201454%46%0%0%
2014-201552%48%0%0%
2015-201654%46%0%0%
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
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