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General school information

Division: Salem City Public Schools
Address: 510 South College Ave Salem, VA 24153-5054
Superintendent: Dr. H. Alan Seibert
Region: 6
Division Website (opens new window)
Schools in this Division (opens new window)

Map results may not reflect school division or attendance zone boundaries.

Performance Snapshot

Accountability

Accountability

Assessments

Assessments

Enrollment

Enrollment

College & Career Readiness

College & Career Readiness

Finance

School Finance

Learning Climate

Learning Climate

Teacher Quality

Teacher Quality


Accountability

Accreditation Status

Accreditation ratings are based on the achievement of students on statewide tests taken during the previous academic year, or on achievement during the three most recent academic years. In determining the accreditation rating of a school, adjustments are made to reward schools for the successful remediation of previously failing students. Allowances also are made for certain transfer students and certain English language learners. The benchmark adjusted pass rates for a school to be rated as Fully Accredited are as follows:

  • English 75 percent
  • Mathematics 70 percent
  • Science 70 percent
  • History/Social Science 70 percent

Ratings for high schools also reflect the success of efforts to increase completion and graduation. To be rated as Fully Accredited, a high school must have a Graduation and Completion Index of at least 85 percent. The Graduation and Completion Index awards full credit for students who earn diplomas, and partial credit for high school equivalencies.

In addition, effective with the 2016-2017 school year, schools that meet all requirements for full accreditation for three consecutive years are automatically rated as Fully Accredited for a fourth year.

Total Number of Schools6
Fully Accredited6

Federal Graduation Indicator

Federal Graduation Indicator: All Students

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

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

Federal Graduation Indicator
Student SubgroupType2014-20152015-20162016-2017
All StudentsDivision889191
 Virginia858687
FemaleDivision889392
 Virginia898990
MaleDivision888990
 Virginia828384
AsianDivision<<100
 Virginia909293
BlackDivision788096
 Virginia797981
HispanicDivision9010080
 Virginia767675
WhiteDivision889291
 Virginia899091
Two or more racesDivision1008883
 Virginia888989
Students with DisabilitiesDivision486862
 Virginia535354
Economically DisadvantagedDivision797983
 Virginia757578
English LearnersDivision<<
 Virginia676762
Gap Group 2Division788096
 Virginia797981
Gap Group 3Division9010080
 Virginia767675
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Assessments

Student Achievement by Proficiency Level

Reading

Reading Performance: All Students

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

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

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

Overall Student Performance: Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students238662142085661518846616
Female278861122288661220886812
Male208464161883661717816419
American Indian<100<0<<<<<100<0
Asian2889611124916792093737
Black86860321168573210675733
Hispanic107363281573582712675533
White268963112189671121886812
Two or more races187557251380682011806920
Students with Disabilities115544451054444612564444
Economically Disadvantaged127361271171602910716129
English Learners754464656762334676333
Grade 3 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students338552152083631720816119
Female379054102085651520836417
Male307950212081601920795921
Asian<<<<<<<<<<<<
Black9655635669633114725828
Hispanic3080502024765324<<<<
White388850122186641422836117
Two or more races10807020-828218-909010
Students with Disabilities22644236847395319604240
Economically Disadvantaged268054201170593015695431
English Learners<<<<2575502510706030
Grade 4 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students278457162184631623846216
Female308353172085651523876413
Male248561152282601823825918
Asian<<<<<100<0<100<0
Black13756325464613613645136
Hispanic-5858422067473319634438
White328857122587621326896311
Two or more races9645536-77772310908010
Students with Disabilities115746431167563310605040
Economically Disadvantaged137259281277652310736227
English Learners-505050-838317-646436
Grade 5 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students268358172888601226835717
Female308858123089601130875613
Male227857222686601422795721
Asian<<<<<100<0<<<<
Black10534347218666149584842
Hispanic7645736-81811912594741
White298960113289571132895811
Two or more races<<<<<<<<-646436
Students with Disabilities125644441155434510564644
Economically Disadvantaged96859321378652219745526
English Learners9362764-7777238544646
Grade 6 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students238461162285631521826118
Female258863122589631121866514
Male207959211882631821785722
Asian<100<0<100<0<<<<
Black74841521663473817806320
Hispanic8696231127159297474053
White248865122490661023856215
Two or more races<<<<8696231-707030
Students with Disabilities64640541048385215483352
Economically Disadvantaged7655835966573411695831
English Learners<<<<-606040<<<<
Grade 7 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students31916091887681315887312
Female399354721927182193727
Male248966111581661910847416
Asian<<<<<100<0<100<0
Black1391789-5858428625438
Hispanic<<<<1569543113887513
White349258820917291793767
Two or more races17836717<<<<13806720
Students with Disabilities19654635347445316594441
Economically Disadvantaged1182711846460365726828
English Learners<<<<<<<<<<<<
Grade 8 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students138167191582661816816519
Female177861221882641816856915
Male98374171381681916776123
Asian<100<0<<<<<100<0
Black-636337166953315514649
Hispanic<<<<<<<<7736727
White158469161685681517866814
Two or more races126250386817519<<<<
Students with Disabilities9403160205333488413359
Economically Disadvantaged6706330126756336605540
English Learners<<<<<<<<<<<<
EOC English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students9918291391789991829
Female89385717917491193827
Male1190791010928286898311
Asian<100<0<100<0<100<0
Black4797521177256283868314
Hispanic10908010<<<<<<<<
White10938271293817993847
Two or more races8928383110069021866414
Students with Disabilities257554366256383686632
Economically Disadvantaged8766824188264187827518
English Learners<<<<<<<<-757525
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 Students308251183083531732845216
Female348752133487531338895211
Male267750232679532127785222
Asian<100<02986571450904010
Black6635737226744337696231
Hispanic228361173361283926714529
White348551153085551535875113
Two or more races246843323085551538804220
Students with Disabilities5403560144632547433657
Economically Disadvantaged146349372069483110675733
English Learners<<<<106050408686032
Grade 8 Writing Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students297648242578542223775523
Female368246182983541725856015
Male217049302174532620704930
Asian<100<0<<<<<<<<
Black4484452226644342626038
Hispanic<100<0<<<<27674033
White328048202681561924805520
Two or more races2060404018826518<100<0
Students with Disabilities62217781450365010352565
Economically Disadvantaged11544346156651348585142
English Learners<100<0<<<<<<<<
EOC Writing Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students328855123588531237875013
Female339360740915294392488
Male328352173286541430835317
Asian<100<0<100<04793477
Black77870222369463111746426
Hispanic10706030<<<<25755025
White36905310369054104191509
Two or more races338350174488441336753925
Students with Disabilities5555045144128596484252
Economically Disadvantaged197960213073432712736227
English Learners<<<<<<<<11786722
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 Students238865122285641518856615
Female248965112187671317877013
Male218665142283611720826218
American Indian<<<<<100<0<100<0
Asian42985623089601124856215
Black7756825117261289696031
Hispanic188567151379662111776723
White259065102488641221886712
Two or more races177962211274622613786522
Students with Disabilities95848421153434710584842
Economically Disadvantaged11786822117463268746626
English Learners1481671967771237766924
Grade 3 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students238562152686611420836317
Female228563152185641517816419
Male238461163187561322856315
Asian<100<0<<<<<<<<
Black3696631157965217726528
Hispanic4090501011837217<<<<
White258762132988581223876414
Two or more races97364271882641810908010
Students with Disabilities14614739858504212524048
Economically Disadvantaged12837117117766238746626
English Learners10908010-92928-454555
Grade 4 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students35885412339157933885412
Female358853123088581230906010
Male35895411369357737854915
Asian<100<0<100<0<100<0
Black138371171069593120725228
Hispanic116353372377542319816319
White4092528399455637905310
Two or more races1864453689285830100700
Students with Disabilities95243481769533110645536
Economically Disadvantaged167761231985661517776023
English Learners136350388857715-91919
Grade 5 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students318553152879512129784922
Female388547153080502026815619
Male268559152678532231754425
Asian<100<0<100<0<100<0
Black7605340197052303363364
Hispanic23856215665593513695631
White348854123283511735865114
Two or more races<<<<-3030707504350
Students with Disabilities1248365293627648463854
Economically Disadvantaged137461261566513413675433
English Learners1882641875750438696231
Grade 6 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students3807720118877125777223
Female588831213968445797321
Male1717029108273185767124
Asian<100<0<100<0<100<0
Black458544278679148847616
Hispanic<100<017927588857715
White3827918118978115787422
Two or more races<100<0<<<<<<<<
Students with Disabilities65347471562463811524148
Economically Disadvantaged-68683278478163716829
English Learners<100<0<<<<<<<<
Grade 7 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students258560152184631620745426
Female238865121989701120785822
Male268256182379562120705030
Asian<<<<<100<0<<<<
Black7736727146652347413459
Hispanic<100<010807020<<<<
White268660142286651425825818
Two or more races3192628<<<<<<<<
Students with Disabilities20604040847395312423158
Economically Disadvantaged1374612686153395555045
English Learners<<<<<<<<<<<<
Grade 8 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students10867614136956312727028
Female1387741397262281747326
Male8857715166649343706830
Asian<100<0<<<<<<<<
Black4747026136148394504650
Hispanic<<<<<<<<-717129
White13907710147157292767424
Two or more races-686832<<<<<<<<
Students with Disabilities6605440244421569403160
Economically Disadvantaged181791914544046-606040
English Learners<<<<<<<<<<<<
Algebra I Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students1290781098373176898311
Female139279810867714492888
Male1087771397970219867714
Asian<100<027734527<<<<
Black8847616-7979212828018
Hispanic<100<0178367177797121
White1191799108575156908410
Two or more races2385621576356371195845
Students with Disabilities3504750-5353472686632
Economically Disadvantaged583791737572252807720
English Learners<100<0-646436<<<<
Geometry Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students20907010188668141291799
Female2192728188871121094846
Male208868121884651614887412
Asian<100<0<100<0<<<<
Black9867714125239485878213
Hispanic20806020<100<013100870
White229270818917391291799
Two or more races78073201178672215857015
Students with Disabilities-68683235653443716829
Economically Disadvantaged979702197263285898411
English Learners<<<<<<<<9827318
Algebra II Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students409857233996613598632
Female489951132986623698622
Male3397633351006503498642
Asian<100<0<100<0<100<0
Black1794786201008002996674
Hispanic<100<0<100<0<100<0
White439855235996413698622
Two or more races3693577<100<030100700
Students with Disabilities18100820<100<02193717
Economically Disadvantaged4010060023977431697823
English Learners<100<0<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

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 Students17917491690741017897111
Female159075101590751015907510
Male1992728189173920886812
Asian13100870239068102591669
Black978692298374175736827
Hispanic14816819973642713786522
White199374718927481992728
Two or more races14887412888791220907010
Students with Disabilities5666134106959314656135
Economically Disadvantaged781741998071208776923
English Learners473692736866325747026
Grade 5 Science Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students278659142483591728795121
Female258662142383591725815619
Male298556152584591631784722
Asian<100<0<100<0<<<<
Black17675033217252283464354
Hispanic15695431-44445620735327
White308959112889611133855115
Two or more races<<<<-60604015856915
Students with Disabilities961523995647448443656
Economically Disadvantaged127361271372592814675333
English Learners-646436-5050507575043
Grade 8 Science Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students128774131687711311887712
Female9827318148470167908310
Male16927681890731016867014
Asian<100<0<<<<<<<<
Black8686032138472163747226
Hispanic<<<<<<<<-797921
White138976111689721113907710
Two or more races883751713877313<100<0
Students with Disabilities35451462058384310594941
Economically Disadvantaged6777123117665243747126
English Learners<<<<<<<<<<<<
Biology Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students12928081289771114907610
Female8908310109382711887712
Male1694786148571151892748
Asian<100<0<100<0<<<<
Black586821467468264848016
Hispanic<<<<<100<0<<<<
White1493797119079101592778
Two or more races78780132488651215857015
Students with Disabilities3696631-666634-727228
Economically Disadvantaged486811477870228817319
English Learners<<<<<100<0<<<<
Chemistry Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students2710073016988222096764
Female299970113988521994756
Male2410076019987922198772
Asian<100<0<100<0<100<0
Black12100880-9292817887113
Hispanic<100<0<<<<<<<<
White279972118998112197773
Two or more races25100750-1001000<<<<
Students with Disabilities<100<0<100<0-93937
Economically Disadvantaged1410086089283810887813
English Learners<100<0<<<<<100<0
Earth Science Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students109383712978531493797
Female89788312958351395835
Male1390771012998711591769
Asian<100<0<<<<<100<0
Black3777423-96964-838317
Hispanic<100<0<100<01792758
White119584516988221494806
Two or more races20100800-9494636100640
Students with Disabilities57065306100940-767624
Economically Disadvantaged38784133918895837717
English Learners<100<0<<<<<100<0
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

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 Students34925883390571033895611
Female28916393088591231885812
Male3892548379255835905510
American Indian<100<0<100<0<100<0
Asian419755338975935097473
Black188567151573582712746226
Hispanic297950213880432027825518
White369357736935773692568
Two or more races208565152686601438874913
Students with Disabilities127058301167563313685632
Economically Disadvantaged218362171879612115766124
English Learners287244283079482120866514
VA & US History Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students3790531036915593192618
Female338956113786491427906310
Male419250835956053493597
Asian<100<0<100<0<100<0
Black248864122067473318826418
Hispanic3691559<<<<<<<<
White3890521037925583394616
Two or more races33936073387531325755025
Students with Disabilities5555045-7676248847616
Economically Disadvantaged248056201379662111786722
English Learners<<<<<<<<<<<<
World History I Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students439855229956651793767
Female2697713229674417907310
Male549844235945861796794
Asian<100<0<100<0<100<0
Black<100<018826518892838
Hispanic<100<0<100<0<<<<
White4497533321006801793767
Two or more races<100<0<<<<<100<0
Students with Disabilities<<<<<<<<8756725
Economically Disadvantaged35100650238763131093837
English Learners<100<0<100<0<100<0
World History II Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students309463638955754095545
Female199676435955953895575
Male419251842965444395525
Asian<100<0<100<06491279
Black15796521259368713877413
Hispanic<100<0<<<<3693577
White349662443975434396544
Two or more races<<<<148673145094446
Students with Disabilities19785822229170915766224
Economically Disadvantaged108272182089701114887312
English Learners<100<0<<<<50904010
Geography Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students128875121688731216866914
Female128674141385721511847316
Male13897611189274822886612
Asian<100<0<<<<<100<0
Black474702676861323646236
Hispanic<<<<<<<<15695431
White14907610179175918897111
Two or more races476722419816319<100<0
Students with Disabilities364613675347476544946
Economically Disadvantaged678722247773238645636
English Learners<<<<<100<0<<<<
Civics & Econ Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students32926083287551332875413
Female33946162687611333865414
Male329059103987481332875513
American Indian<100<0<100<0
Asian<<<<<100<0<100<0
Black1990711066155398685932
Hispanic<<<<4669233129764724
White359357734915793691559
Two or more races25100750<100<038753825
Students with Disabilities767593365245487575043
Economically Disadvantaged158469161665493516725628
English Learners<<<<<<<<<<<<
VA Studies Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students55933874989411152873513
Female50914294489451150863614
Male60943565390371055893411
Asian<100<0<100<0<100<0
Black26967041868503220694931
Hispanic28613339507121294093537
White6196354539339759903110
Two or more races27643636319262870902010
Students with Disabilities197051302071512930603040
Economically Disadvantaged398344173381481924734927
English Learners296436365582271820100800
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Percent of Kindergarten Students Meeting Literacy Benchmarks

All Kindergartners

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

 

2014-20152015-20162016-2017
Percent of Kindergarten Students Meeting Literacy BenchmarksDivision: 87.75 State: 90.38Division: State:Division: State:

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

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

Enrollment

Fall Membership by Grade

Grade2014-20152015-20162016-2017
Pre-kindergarten503840
Kindergarten321262282
Grade 1261312240
Grade 2276260331
Grade 3279291271
Grade 4282275298
Grade 5286282284
Grade 6291293287
Grade 7306296308
Grade 8312318306
Grade 9327328322
Grade 10281319326
Grade 11281265310
Grade 12312269247
Total Students3,8653,8083,852
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 Students386538083852
Female187618591877
Male198919491975
American Indian356
Asian788793
Black401432451
Hispanic168169196
White304129342943
Two or more races174179163
Students with Disabilities535507516
Not Students with Disabilities333033013336
Economically Disadvantaged102213011180
Not Economically Disadvantaged284325072672
English Learners130146162
Not English Learners373536623690
Homeless856
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

College & Career Readiness

Diplomas and Completion

Class of 2017: All Students

Division

State

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

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

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

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

Status of the Students in the 2016-2017 Cohort
Student SubgroupTypeAdvanced DiplomasStandard DiplomasOther DiplomasGED'sDropoutsOther Non-Graduates
All StudentsDivision17563110114
State4977134413270494355291988
FemaleDivision84265021
State27208151939333271895690
MaleDivision91376093
State2256319220177161636341298
AsianDivision<<<<0<
State45721127821711655
BlackDivision1041030
State79241059810692161508849
HispanicDivision630010
State47494925291891967259
WhiteDivision1445010063
State299791609911555741732722
Two or more racesDivision1150011
State23621474924317496
Students with DisabilitiesDivision51711010
State1022602927041321179106
Economically DisadvantagedDivision28236082
State959315817159242326561135
English LearnersDivision<<<<0<
State1518329526533162780
HomelessDivision<<<<0<
State203617882423755
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 Students26424994.324994.3114.2
Female11811597.511597.521.7
Male14613491.813491.896.2
Asian0<100<10000
Black181583.31583.3316.7
Hispanic10990990110
White21320495.820495.862.8
Two or more races181688.91688.915.6
Students with Disabilities343397.13397.112.9
Economically Disadvantaged675785.15785.1811.9
English Learners0<100<10000
Homeless0<100<10000
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Gap Group 1 = Students with Disabilities, English Language Learners, Economically Disadvantaged Students (unduplicated)
Gap Group 2 = Black Students
Gap Group 3 = Hispanic Students
Unduplicated = Students are able to be in two gap groups

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

Advanced Program Information
Count/Percentage
Program Type2014-20152015-20162016-2017
Advanced Placement Test Taken3 / .25%3 / .25%2 / .17%
Advanced Placement Course Enrollment3 / .25%17 / 1.44%12 / 1%
Dual Enrollment565 / 47.04%563 / 47.67%551 / 45.73%
Governor’s School Enrollment - - -
IB Course Enrollment294 / 24.48%243 / 20.58%288 / 23.9%
Senior Enrolled in IB Program6 / .5%3 / .25%5 / .41%
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

Postsecondary Enrollment

2014-2015 Postsecondary Enrollment: All Students

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

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

2014-2015 FGI cohort year (students entering high school in 2011)
Total number of students in the cohort earning a federally recognized high school diplomaStudents who enrolled in any Institution of Higher Education (IHE) within 16 months of earning a federally recognized high school diploma
TypeTotalTotal HERemaining Percent
All StudentsDivision31422628
State800255758028
FemaleDivision14311321
State404623112723
MaleDivision17111334
State395632645333
AsianDivision0<100
State5267459213
BlackDivision241442
State171671128234
HispanicDivision0<100
State8077522135
WhiteDivision25918927
State457593374926
Two or more racesDivision141029
State3387249826
Students with DisabilitiesDivision281354
State5663303146
Economically DisadvantagedDivision593049
State224061294742
English LearnersDivision0<100
State3672225539
LEGEND < = A group below state definition for personally identifiable results. - = no data available for that group This report provides the best available estimates about college enrollment according to the National Student Clearinghouse. For more information, see the answers to Frequently Asked Questions about this report at: http://www.doe.virginia.gov/school_finance/arra/stabilization/reported_data/assurance_c/faq_c11.pdf. Students who attended schools that do not participate in NSC are not included in the number or percent of students enrolled in an IHE. Federally recognized high school diplomas include Standard, Advanced Studies, or International Baccalaureate (IB) diplomas. Most subgroups are based on students' most recent status.

Career & Technical Education

Students Earning One or More CTE Credentials: All Students

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

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

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

Career and Technical Education
Count
2014-20152015-20162016-2017
NOCTI AssessmentsDivision15-10
 State397141393623
State LicensuresDivision---
 State167317901964
Industry CertificationDivision244315309
 State89541100544109590
Workplace ReadinessDivision64--
 State336653077542313
Total Credentials EarnedDivision323315319
 State128850137248157490
Students Earning One or More CredentialsDivision267282288
 State104867109089126113
CTE CompletersDivision896873
 State392914240440502
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

Advanced Placement Participation and Achievement

AP Achievement
2013-2014
Number of Test TakersNumber of Tests TakenNumber of Tests with Qualifying ScoresPercentage of Tests Passed
All Students<<<<%
2014-2015
Number of Test TakersNumber of Tests TakenNumber of Tests with Qualifying ScoresPercentage of Tests Passed
All Students<<<<%
2015-2016
Number of Test TakersNumber of Tests TakenNumber of Tests with Qualifying ScoresPercentage of Tests Passed
All Students12181794.4%
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

School Finance

Percentage of Expenditures

Division Expenditures

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

  • Smaller school divisions may have similar administrative and support costs as larger divisions but these non-instructional costs are spread over a smaller expenditure base.
  • Geographically large but sparsely populated school divisions may have higher per-pupil transportation costs because of travel distances and mountainous topography.
  • Divisions with large populations of at-risk or special needs students must provide support services that are required or that raise student achievement.
School Division - Percentage of Expenditures
 2013-20142014-20152015-2016
Percentage of fiscal year division
operating expenditures for instructional costs
70.47171.1

Statewide Expenditures

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

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

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

Sources of Financial Support and Total Per Pupil Expenditures for Operations

Division Per-Pupil Spending

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

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

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

School Division - Per-Pupil Spending
 Local FundingStateFederal
2013-20145,171.005,225.00661.00
2014-20155,117.005,089.00638.00
2015-20165,079.005,164.00615.00

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
2013-20145,823.004,634.00784.00
2014-20155,950.004,802.00771.00
2015-20166,101.004,831.00812.00

Learning Climate

Percent of Students Absent

Percent of Students Absent 2016-2017 School Year:

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

  • Children who are chronically absent in preschool, kindergarten, and first grade are much less likely to read on grade level by the third grade.
  • Students who can’t read at grade level by the third grade are four times more likely to drop out of high school.
  • By high school, regular attendance is a better dropout indicator than test scores.
  • A student who is chronically absent in any year between the eighth and twelfth grade is seven times more likely to drop out of school.
Absenteeism by Subgroup
2013-20142014-20152015-20162016-2017
Subgroup0%-10%10%-15%15%-20%20+%0%-10%10%-15%15%-20%20+%0%-10%10%-15%15%-20%20+%0%-10%10%-15%15%-20%20+%
All Students36521795499367417962893658168419336522118397
Female17859325451793852751179578164817751164543
Male1867862954188194353818639025451877953854
American Indian0000000000000000
Asian66402741108761090511
Black364191119396248174172541744029913
Hispanic14732316090616772518612410
White29081424072288513748612810121306427771536265
Two or more races16511131577551707471541067
Students with Disabilities473391419475471618493351226517502224
Economically Disadvantaged109393385711301033751115285275512651285771
English Learners1067101228151368241581026
Homeless19002614400007651
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 Students95.7895.8795.51
Female95.7695.9995.57
Male95.895.7695.45
American Indian88.891.691.4
Asian97.4997.2896.94
Black9695.8996.12
Hispanic95.5696.0394.9
White95.7295.8495.42
Two or more races95.9295.6395.52
Students with Disabilities94.7594.4494.59
Economically Disadvantaged94.8494.894.32
English Learners95.8396.2395.42
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

2016-2017 Offenses
 Number of Offenses
Alcohol, Tobacco, and Other Drug Offenses12
Technology Offenses<
Offenses Against Student24
Offenses Against Staff<
Weapons Offenses<
Property Offenses<
All Other Offenses12
Other Offenses Against Persons45
Disorderly or Disruptive Behavior Offenses192
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Short Term Suspensions

Short Term Suspensions:

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

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

Short Term Suspensions
 2014-20152015-20162016-2017
Subgroup% Population% Short Term Suspensions% Population% Short Term Suspensions% Population% Short Term Suspensions
American Indian0.0780.1310.156
Asian2.0182.2852.414
Black10.37519.5411.34525.1611.70829.21
Hispanic4.3476.324.4387.745.0884.95
Native Hawaiian0.0530.65
White78.6866.0977.04857.4276.40256.93
Two or more races4.5028.054.7019.034.2328.91
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Long Term Suspensions

Long Term Supensions:

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

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

Long Term Suspensions
 2014-20152015-20162016-2017
Subgroup% Population% Long Term Suspensions% Population% Long Term Suspensions% Population% Long Term Suspensions
American Indian0.0780.1310.156
Asian2.0182.2852.414
Black10.37510011.3452011.70833.33
Hispanic4.3474.4385.088
Native Hawaiian0.053
White78.6877.0488076.40266.67
Two or more races4.5024.7014.232
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Expulsions

Expulsions:

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

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

Expulsions
 2014-20152015-20162016-2017
Subgroup% Population% Expulsions% Population% Expulsions% Population% Expulsions
American Indian0.0780.1310.156
Asian2.0182.2852.414
Black10.37511.34511.708
Hispanic4.3474.4385.088
Native Hawaiian0.053
White78.6877.04876.402
Two or more races4.5024.7014.232
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Free and Reduced Meal Eligibility

Free and Reduced Meal Eligibility:

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

 

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

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

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

Free and Reduced Meal Eligibility
 2014-20152015-20162016-2017
 PercentagePercentagePercentage
All Students30.5930.232.63
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
 2014-20152015-20162016-2017
 PercentagePercentagePercentage
All Students36.4438.9738.44
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Free and Reduced Lunch Participation of Eligible Students

Free and Reduced Lunch Participation of Eligible Students:

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

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

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

 

Free and Reduced Lunch Participation
 2014-20152015-20162016-2017
 PercentagePercentagePercentage
All Students80.1581.9677.77
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

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

student ratio icon

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

student ratio icon

Provisionally Licensed Teachers

Provisionally Licensed Teachers
 2015-20162016-2017
Provisional Special Education1%1%
Provisional1%1%
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

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

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

Percentage of Core Academic Classes Taught by Teachers Not Meeting the Federal Definition of Highly Qualified
 2014-20152015-20162016-2017
Division
All Schools100%--
High Poverty---
Low Poverty100%1%-
State
All Schools100%1%1%
High Poverty100%2%2%
Low Poverty100%1%1%
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

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

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

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

Teacher Educational Attainment

Teacher Educational Attainment: 2016-2017

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

Teacher Educational Attainment
 Bachelor's DegreeMaster's DegreeDoctoral DegreeOther
2014-201537%60%1%2%
2015-201638%59%1%2%
2016-201737%60%1%2%
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
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