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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 Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students208566151884661617816419
Female228866122088681218856615
Male188366171781641915776223
American Indian<<<<<100<0<100<0
Asian2491679209373722765424
Black116857321067573311685832
Hispanic157358271267553312715929
White218967112188681218846616
Two or more races138068201180692012736127
Students with Disabilities105444461256444410463654
Economically Disadvantaged11716029107161299665734
English Learners567623346763331474653
Grade 3 English Reading Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students208363172081611921775623
Female208565152083641727815419
Male208160192079592116745826
American Indian<100<0<100<0
Asian<<<<<<<<<<<<
Black66963311472582816755925
Hispanic24765324<<<<-535347
White218664142283611723805720
Two or more races-828218-90901017675033
Students with Disabilities84739531960424010403160
Economically Disadvantaged11705930156954317615439
English Learners2575502510706030-424258
Grade 4 English Reading Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students218463162384621617776023
Female208565152387641318796121
Male228260182382591815756025
Asian<100<0<100<0<<<<
Black4646136136451369665734
Hispanic2067473319634438<<<<
White258762132689631120826218
Two or more races-77772310908010-646436
Students with Disabilities116756331060504011433257
Economically Disadvantaged127765231073622711635237
English Learners-838317-646436-363664
Grade 5 English Reading Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students288860122683571723836017
Female308960113087561324876213
Male268660142279572122795721
Asian<100<0<<<<<<<<
Black21866614958484210736327
Hispanic-8181191259474121896811
White328957113289581126845816
Two or more races<<<<-64643627876013
Students with Disabilities11554345105646447484152
Economically Disadvantaged137865221974552612705930
English Learners-77772385446468857715
Grade 6 English Reading Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students228563152182611819795921
Female258963112186651419836417
Male188263182178572220765624
Asian<100<0<<<<<<<<
Black166347381780632011544346
Hispanic12715929747405324765324
White249066102385621521846216
Two or more races8696231-707030-696931
Students with Disabilities10483852154833528504250
Economically Disadvantaged96657341169583112655335
English Learners-606040<<<<-424258
Grade 7 English Reading Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students188768131588731218806220
Female2192718219372719856615
Male158166191084741616745826
Asian<100<0<100<0<<<<
Black-585842862543815735827
Hispanic15695431138875136635638
White2091729179376719836517
Two or more races<<<<1380672020604040
Students with Disabilities34744531659444114483452
Economically Disadvantaged4646036572682811645336
English Learners<<<<<<<<<<<<
Grade 8 English Reading Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students158266181681651911796921
Female188264181685691513837017
Male13816819167761238766724
Asian<<<<<100<0<<<<
Black1669533155146497544646
Hispanic<<<<77367277797121
White168568151786681411847416
Two or more races6817519<<<<25694431
Students with Disabilities2053334884133598312269
Economically Disadvantaged1267563366055404615639
English Learners<<<<<<<<<<<<
EOC English Reading Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students13917899918291091819
Female179174911938271092838
Male1092828689831110898011
Asian<100<0<100<0<100<0
Black1772562838683146847816
Hispanic<<<<<<<<9736427
White12938179938471192818
Two or more races3110069021866414-91919
Students with Disabilities6625638368663211645336
Economically Disadvantaged1882641878275184848116
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 Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students308353173284521620806020
Female348753133889521126886212
Male267953212778522215725828
American Indian<100<0<100<0
Asian298657145090401031774623
Black22674433769623111635237
Hispanic33612839267145293696631
White308555153587511322836117
Two or more races308555153880422015786322
Students with Disabilities1446325474336579483952
Economically Disadvantaged20694831106757337645736
English Learners106050408686032-303070
Grade 8 Writing Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students257854222377552315776223
Female298354172585601520866614
Male217453262070493010695831
Asian<<<<<<<<<100<0
Black22664434262603812574543
Hispanic<<<<27674033-797921
White268156192480552016816519
Two or more races18826518<100<013635038
Students with Disabilities14503650103525659372963
Economically Disadvantaged1566513485851426585242
English Learners<<<<<<<<<<<<
EOC Writing Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students358853123787501325825718
Female4091529439248832895811
Male328654143083531719765724
Asian<100<04793477<<<<
Black236946311174642611705930
Hispanic<<<<257550257605340
White36905410419150928865814
Two or more races448844133675392518100820
Students with Disabilities1441285964842529554545
Economically Disadvantaged30734327127362278716329
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 Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students228564151885661517796321
Female218767131787701315816619
Male228361172082621818776023
American Indian<100<0<100<0<100<0
Asian308960112485621532885612
Black1172612896960316645836
Hispanic137966211177672313736027
Native Hawaiian<100<0<<<<
White248864122188671218836517
Two or more races127462261378652218695131
Students with Disabilities115343471058484210463654
Economically Disadvantaged1174632687466268655735
English Learners677712377669247574943
Grade 3 Mathematics Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students268661142083631722805820
Female218564151781641919826318
Male318756132285631525785322
American Indian<100<0<100<0
Asian<<<<<<<<<<<<
Black1579652177265289706030
Hispanic11837217<<<<12715929
White298858122387641424835917
Two or more races188264181090801033723928
Students with Disabilities85850421252404810493951
Economically Disadvantaged1177662387466268696131
English Learners-92928-4545555635837
Grade 4 Mathematics Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students33915793388541227835617
Female308858123090601024815719
Male36935773785491529855615
Asian<100<0<100<0<<<<
Black10695931207252289756625
Hispanic2377542319816319<<<<
White39945563790531031865514
Two or more races892858301007009827318
Students with Disabilities176953311064553616453055
Economically Disadvantaged19856615177760239706130
English Learners8857715-919199453655
Grade 5 Mathematics Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students287951212978492229835417
Female308050202681561928865814
Male267853223175442530815019
Asian<100<0<100<050100500
Black19705230336336410695931
Hispanic66559351369563121846316
White328351173586511433855215
Two or more races-303070750435021866414
Students with Disabilities9362764846385414483452
Economically Disadvantaged156651341367543316715629
English Learners75750438696231-868614
Grade 6 Mathematics Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students1188771257772233716729
Female139684457973213737027
Male1082731857671244686432
Asian<100<0<100<0<100<0
Black786791488476163423958
Hispanic17927588857715-696931
White1189781157874224777323
Two or more races<<<<<<<<-646436
Students with Disabilities15624638115241488514349
Economically Disadvantaged784781637168294645936
English Learners<<<<<<<<-585842
Grade 7 Mathematics Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students218463162074542621654435
Female198970112078582218654635
Male237956212070503022664334
Asian<100<0<<<<<<<<
Black1466523474134596352965
Hispanic10807020<<<<18644536
White228665142582581823735027
Two or more races<<<<<<<<1523877
Students with Disabilities8473953124231589231477
Economically Disadvantaged861533955550456352965
English Learners<<<<<<<<<<<<
Grade 8 Mathematics Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students1369563127270281636137
Female972622817473261696831
Male1666493437068302575543
Asian<<<<<<<<<100<0
Black1361483945046505494351
Hispanic<<<<-717129-676733
White1471572927674241666534
Two or more races<<<<<<<<<<<<
Students with Disabilities2444215694031605383262
Economically Disadvantaged14544046-606040-464654
English Learners<<<<<<<<<<<<
Algebra I Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students983731768983116827518
Female108677144928888827418
Male979702198677144817619
Asian27734527<<<<<100<0
Black-79792128280182656335
Hispanic1783671777971214726828
Native Hawaiian<100<0<<<<
White1085751569084107867914
Two or more races763563711958459736427
Students with Disabilities-53534726866322413959
Economically Disadvantaged375722528077202686632
English Learners-646436<<<<-434357
Geometry Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students18866814129179911806920
Female1888711210948469837417
Male188465161488741213776423
Asian<100<0<<<<<<<<
Black125239485878213-676733
Hispanic<100<01310087012655335
White1891739129179912837117
Two or more races117867221585701515695431
Students with Disabilities356534437168292565444
Economically Disadvantaged972632858984117645636
English Learners<<<<9827318<<<<
Algebra II Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students339966135986322493697
Female329866236986222494706
Male3510065034986422392688
Asian<100<0<100<0<<<<
Black2010080029966744888313
Hispanic<100<0<100<02993647
White359964136986222394706
Two or more races<100<0301007004292508
Students with Disabilities<100<021937179736427
Economically Disadvantaged2397743169782323896611
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

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 Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students169074101789711117887112
Female159075101590751015897411
Male18917392088681219876813
American Indian<100<0<100<0<100<0
Asian23906810259166930885812
Black983741757368274716729
Hispanic97364271378652211827118
Native Hawaiian<100<0<<<<
White189274819927281992738
Two or more races88879122090701020806020
Students with Disabilities1069593146561357564944
Economically Disadvantaged980712087769237767024
English Learners368663257470269504150
Grade 5 Science Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students248359172879512123856215
Female238359172581561922866414
Male258459163178472223836017
Asian<100<0<<<<<<<<
Black2172522834643546676133
Hispanic-4444562073532716897411
White288961113385511526886212
Two or more races-6060401585691527876013
Students with Disabilities9564744844365611483652
Economically Disadvantaged13725928146753338736427
English Learners-5050507575043-777723
Grade 8 Science Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students16877113118877129877813
Female1484701679083107867914
Male189073101686701411877613
Asian<<<<<<<<<<<<
Black1384721637472265706530
Hispanic<<<<-7979217736727
White16897211139077101192818
Two or more races13877313<100<06756925
Students with Disabilities20583843105949416474253
Economically Disadvantaged1176652437471264747126
English Learners<<<<<<<<<<<<
Biology Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students128977111490761010897911
Female109382711887712993847
Male14857115189274811857415
Asian<100<0<<<<<<<<
Black67468264848016-797921
Hispanic<100<0<<<<694886
White1190791015927781191809
Two or more races248865121585701510807020
Students with Disabilities-666634-727228-585842
Economically Disadvantaged778702288173196837717
English Learners<100<0<<<<<<<<
Chemistry Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students169882220967643193637
Female139885219947562994656
Male199879221987723292608
Asian<100<0<100<0<100<0
Black-92928178871136767124
Hispanic<<<<<<<<<100<0
White189981121977733196654
Two or more races-1001000<<<<41712929
Students with Disabilities<100<0-939377797121
Economically Disadvantaged8928381088781316887113
English Learners<<<<<100<0<100<0
Earth Science Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students1297853149379712847316
Female129583513958358837617
Male1299871159176916857015
Asian<<<<<100<0<<<<
Black-96964-8383172676533
Hispanic<100<01792758-616139
Native Hawaiian<100<0<<<<
White169882214948061692758
Two or more races-9494636100640<100<0
Students with Disabilities6100940-767624-565644
Economically Disadvantaged39188958377174716729
English Learners<<<<<100<06292471
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 Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students339057103389561124876313
Female308859123188581222866514
Male37925583590551027886112
American Indian<100<0<100<0<100<0
Asian389759350974734991439
Black15735827127462269776723
Hispanic388043202782551824866214
Native Hawaiian<100<0<100<0
White3693577369256827896211
Two or more races268660143887491313837017
Students with Disabilities11675633136856329574743
Economically Disadvantaged187961211576612413796621
English Learners307948212086651430633337
VA & US History Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students3691559319261836895311
Female378649142790631030855515
Male359560534935974294526
Asian<100<0<100<055100450
Black20674733188264186817519
Hispanic<<<<<<<<38854615
White3792558339461640905010
Two or more races33875313257550252095755
Students with Disabilities-767624884761613715829
Economically Disadvantaged137966211178672220866614
English Learners<<<<<<<<<<<<
World History I Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students299566517937672192718
Female2296744179073102292708
Male359458617967942091719
Asian<100<0<100<0<<<<
Black18826518892838-737327
Hispanic<100<0<<<<<<<<
White3210068017937672496734
Two or more races<<<<<100<0<100<0
Students with Disabilities<<<<8756725-696931
Economically Disadvantaged23876313109383710908010
English Learners<100<0<100<0<<<<
World History II Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students3895575409554528896111
Female3595595389557521866514
Male429654443955253491579
Asian<100<06491279<<<<
Black2593687138774137787222
Hispanic<<<<369357738100620
Native Hawaiian<100<0<100<0
White4397543439654431905810
Two or more races148673145094446<100<0
Students with Disabilities2291709157662246474253
Economically Disadvantaged208970111488731213816719
English Learners<<<<50904010<<<<
Geography Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students16887312168669145858015
Female13857215118473164858115
Male1892748228866126847916
American Indian<100<0<100<0
Asian<<<<<100<0<<<<
Black76861323646236-686833
Hispanic<<<<15695431892858
White1791759188971116888212
Two or more races19816319<100<0-757525
Students with Disabilities753474765449463403760
Economically Disadvantaged47773238645636-717129
English Learners<100<0<<<<<<<<
Civics & Econ Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students328755133287541316856915
Female268761133386541413867414
Male398748133287551320846416
Asian<100<0<100<0<100<0
Black6615539868593213816919
Hispanic4669233129764724-696931
White3491579369155918886912
Two or more races<100<038753825-545446
Students with Disabilities652454875750432514949
Economically Disadvantaged166549351672562811756425
English Learners<<<<<<<<<<<<
VA Studies Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students498941115287351341874613
Female448945115086361445874313
Male539037105589341138864914
Asian<100<0<100<0<100<0
Black186850322069493123795621
Hispanic507121294093537<<<<
White53933975990311043884512
Two or more races3192628709020103691559
Students with Disabilities207151293060304018654835
Economically Disadvantaged338148192473492723775523
English Learners5582271820100800<<<<
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

2016-20172017-20182018-2019
State000
Division000
Number of recently arrived English language learners exempted from state reading assessments

Enrollment

Fall Membership by Grade

Grade2015-20162016-20172017-2018
Pre-kindergarten384051
Kindergarten262282261
Grade 1312240276
Grade 2260331247
Grade 3291271324
Grade 4275298275
Grade 5282284303
Grade 6293287305
Grade 7296308309
Grade 8318306310
Grade 9328322349
Grade 10319326321
Grade 11265310320
Grade 12269247302
Total Students3,8083,8523,953
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 Subgroups

2017 Fall Membership By Subgroup: Racial and Ethnic Groups

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

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

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

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

.

Fall Membership by Subgroup
Subgroup2015-20162016-20172017-2018
All Students380838523953
Female185918771909
Male194919752044
American Indian564
Asian879384
Black432451496
Hispanic169196207
Native Hawaiian23
White293429432970
Two or more races179163189
Students with Disabilities507516558
Not Students with Disabilities330133363395
Economically Disadvantaged130111801428
Not Economically Disadvantaged250726722525
English Learners146162175
Not English Learners366236903778
Homeless5618
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
State4978334419271095854981970
FemaleDivision84265021
State27214151999363331873682
MaleDivision91376093
State2256919220177462536251288
AsianDivision<<<<0<
State45731128821711553
BlackDivision1041030
State79241059810702211500849
HispanicDivision630010
State47504926292891961258
WhiteDivision1445010063
State299871610411585831717709
Two or more racesDivision1150011
State23641473934417494
Students with DisabilitiesDivision51711010
State1022603427101341173104
Economically DisadvantagedDivision28236082
State959515820159443026401137
English LearnersDivision<<<<0<
State1518329526534162581
HomelessDivision<<<<0<
State203616882523657
Foster CareDivision<<<<<<
State4413725104724
Military ConnectedDivision<<<<0<
State175295542122029
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
Foster Care0<<<<<<
Military Connected0<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 Taken -3 / .25%2 / .17%
Advanced Placement Course Enrollment -17 / 1.44%12 / 1%
Dual Enrollment -563 / 47.67%551 / 45.73%
Governor’s School Enrollment - - -
IB Course Enrollment -243 / 20.58%288 / 23.9%
Senior Enrolled in IB Program -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
State800295758128
FemaleDivision14311321
State404633112723
MaleDivision17111334
State395662645433
AsianDivision0<100
State5267459213
BlackDivision241442
State171681128234
HispanicDivision0<100
State8078522135
WhiteDivision25918927
State457613375026
Two or more racesDivision141029
State3387249826
Students with DisabilitiesDivision281354
State5663303146
Economically DisadvantagedDivision593049
State224091294842
English LearnersDivision0<100
State5212340435
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 AssessmentsDivision--10
 State-41393623
State LicensuresDivision---
 State-17901964
Industry CertificationDivision-315309
 State-100544109590
Workplace ReadinessDivision---
 State-3077542313
Total Credentials EarnedDivision-315319
 State-137248157490
Students Earning One or More CredentialsDivision-282288
 State-109089126113
CTE CompletersDivision-6873
 State-4240440516
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
Subgroup2015-20162016-20172017-2018
All Students95.8795.5195.23
Female95.9995.5795.36
Male95.7695.4595.1
American Indian91.691.494.96
Asian97.2896.9496.61
Black95.8996.1295.07
Hispanic96.0394.995.3
Native Hawaiian96.4895.93
White95.8495.4295.24
Two or more races95.6395.5294.77
Students with Disabilities94.4494.5994.13
Economically Disadvantaged94.894.3293.93
English Learners96.2395.4295.9
Foster Care93.6792.54
Military Connected96.3595.9395.72
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

2015-2016 Grades K-7 Student Teacher Ratio: 14.17 : 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 icon

2015-2016 Grades 8-12 Student Teacher Ratio: 12.65 : 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 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
2015-201637%59%2%2%
2016-201736%61%1%2%
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
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